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FIFTY YEARS 



WITH THE 



SABBATH SCHOOLS. 



BT 



REV. ASA BULLARD, A. M., 

AUTHOR OF " CHILDREN'S ALBUM OF PICTURES AND STORIES," 

"CHILDREN'S BOOK FOR SABBATH HOURS," 

M SUNNY BANK STORIES," 

ETC. 





BOSTON: 
LOCKWOOD, BROOKS AND COMPANY. 

1876. 

9r 



<1 



\o 



Copyright, 

LOCKWOOD, BROOKS & CO. 

1876. 



Prets of Rockwell & Churchill. 

Stereotyped at the Boston Stereotype Foundry, 

19 Spring Lane. 






TO THE 

NUMEROUS FAMILIES AND FRIENDS 

WHOSE CORDIAL GREETINGS, KIND HOSPITALITIES, AND HEARTY 

CO-OPERATION HAVE BEEN EXTENDED TO THE 

AUTHOR DURING THESE 

<Jf*ftg gears foitlj % JSabbatfj Schools, 

AND TO 

ALL CO-LABORERS IN THE SABBATH SCHOOL WORK, 

AND IN THE MORAL AND 
RELIGIOUS INSTRUCTION OF THE YOUNG, 

THIS VOLUME 

IS RESPECTFULLY DEDICATED. 



INTRODUCTORY. 



An experience of fifty years in any work entitles a 
man to speak. The impressions which are in the mind 
after so long service, cannot fail to be instructive. 
Although very much has been written in connection 
with Sabbath schools, very little has been said of their 
history, — what was their origin in this country, what 
has been their course, what have they accomplished, 
what are their resources at the present time ? These 
are inquiries of great interest. He who shall answer 
them intelligently must, almost of necessity, have lived 
and advanced with them. 

It will be acknowledged on every hand that the 
author of this book has rare qualifications for the work 
he has done. His personal career is nearly coeval and 
parallel with Sabbath schools in this land. He has had 
his life among them. A great part of them he has 
been. He will be associated with them as long as his 
name is remembered. He has been active in pro- 
moting their interests, has had a true sympathy with 

5 



6 INTRODUCTORY. 



their design and methods, has seen their strength and 
weakness, and has gained by a large experience a 
vantage ground for instructing the people. 

Whoever reads this book, whether he be minister, 
superintendent, teacher, librarian, parent, child, will 
find that which will serve him well. In the prominent 
position now accorded to the Sabbath school, and the 
inestimable work committed to its charge, will be 
found good reason for drawing wisdom from the past, 
for listening to the elders, for widening knowledge 
and deepening devotion. To this end this book is 
commended to all who hold any relation to the subjects 
of which it treats. 

Alexander McKenzie. 

Cambridge, 1876. 



PREFACE 



Elihu says, " Days should speak, and multitude of 
years should teach wisdom." And it is thought that 
some of the observations and experiences of fifty years 
with the Sabbath schools, in regard to their conduct 
and progress, gathered into permanent form, might be 
of interest and profit to the friends of this institution 
at the present day. 

This volume is not intended to be an autobiography 
of the author, only so far as relates to his connection 
with Sabbath schools. Nor is it intended to be a full 
and complete history of the rise and progress of this 
institution. 

All that is attempted is to give some brief sketches 
of the earlier schools, the mocies of conducting them, 
and some of the changes that have taken place, and to 
present such incidents and illustrations that have fallen 
under his observation, in regard to the various depart- 



8 PREFACE. 



ments and agencies of the Sabbath school work, as 
will be likely to aid and quicken all who are in any 
way interested in the right training of the young, 
or in promoting the more earnest study of the word 
of God. A B 

SUNNYBANK, CAMBRIDGE, 1876. 



CONTENTS. 



Chapter Page 
I. Personal Connection and Labors with the Insti- 
tution 11 

II. Sketch of the Rise and Progress of Sabbath 

Schools. 29 

III. Modes of Conducting Sabbath Schools. . . .49 

IV. Revival of the Study of the Catechism. . . 75 
V. Relation of Parents to the Sabbath School. . 81 

VI. Labors of Pastors. . . . . . .99 

VII. Relation of the Church to the Sabbath School. 103 

VIII. Superintendents and Teachers 112 

IX. Religious Influence of the Sabbath School. . 147 

X. The Library . . 158 

XL Adult Classes in the Sabbath School. . . . 180 

XII. Infant Department. . . . . . . . 195 

XIII. Woman's Mission in the Sabbath School. . . 202 

XIV. Mission Sabbath Schools 207 

XV. Gathering in New Scholars. . . . . 215 

XVI. The Sabbath School Concert 223* 

XVII. Benevolence among the Young. .... 235 

9 



10 CONTENTS. 



XVIII. Juvenile Music 241 

XIX. Teaching the Children Temperance. . . . 246 

XX. Sabbath School Conventions, Celebrations, and 

Picnics , . . . . 259 

XXI. Evils resulting from Sabbath Schools. . . . 268 

XXII. The Family 278 

XXIII. Sabbath Schools an Auxiliary to the Church. . 318 



FIFTY YEARS 



WITH 



THE SABBATH SCHOOLS. 



i. 

PERSONAL CONNECTION AND LABORS WITH THE 
INSTITUTION. 

The author's first connection with the Sabbath school 
was in Sutton, Mass. This school, his now sainted 
mother used to say, commenced with only three schol- 
ars — his older brother and sister and himself. The peo- 
ple generally, and even the minister, at that time were 
a little doubtful whether it was right to keep school 
Sabbath-day, and did not at first allow their children to 
join it. At length, as it was seen that the lady who had 
the charge of it was doing no injury to her three schol- 
ars, but was rather interesting them in committing 
verses of the Bible and hymns to memory, one child 
after another was permitted to enter the school, so that 
ere long there were several pews well filled with attentive 
and interested scholars. Then the school was transferred 
to a large school-house near by, and organized regularly 
with a superintendent and other officers and teachers. 

This must have been in 1817 or 1818. 

Since then, for nearly sixty years, he has always been 

11 



12 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

connected with this institution as a scholar, teacher, 
superintendent, or in a public capacity, and more than 
forty-five years in public labors connected with Sabbath 
schools. 

During his preparatory and collegiate course of study 
in Amherst, Mass., of five or six years, ending Septem- 
ber, 1828, he was a teacher or superintendent. For most 
of the four years in college he conducted a Sabbath school 
or Bible class among the colored people, in a private 
dwelling about a mile from college. 

A year after graduating was spent in teaching a school 
for fitting boys for college in Augusta, Me. The follow- 
ing is an account of his Sabbath school labors during 
that year. 

Soon after commencing his school, at the request of 
the pastor of the Congregational church, the late Rev. 
Benjamin Tappan, D. D., he prepared and read to the 
people an address on the subject of Sabbath schools. 
In a short time he took measures to form a Bible class 
on the Sabbath for colored people. There were only 
six or eight of that class of persons in the place, but 
so much interest was awakened that they came from 
two to six miles, and he soon had a class of twenty-five 
or thirty. 

The following account of the origin and history of 
this class was published in the " Sabbath School Treas- 
ury," of Boston, in October, 1829: — 

"About twelve months since I took up my residence for a 
year in Augusta, Me. After the exercises of the first Sabbath 
I sat down in rather a melancholy mood, and began to think 
of my Sabbaths spent in Massachusetts. On no public ex- 
ercise of the Sabbath did my mind rest with such intense 
interest as on that of my colored class. The recollection that 



PERSONAL CONNECTION AND LABORS. 13 

the many pleasant seasons spent in that class were now at 
an end not a little increased my sadness. But the inquiry 
soon arose in my mind, May there not be some of that 
neglected people in this place ? If so, can they not be col- 
lected into a class ? On learning that there were two or 
three small families, consisting in all of some six or eight 
souls, I resolved to search them out. Accordingly the next 
week I called at one of their dwellings and found a very 
intelligent-looking woman, who listened with much appar- 
ent interest to the explanation of my object, and said she 
could not read, but she should like to learn, so that she 
might read her Bible. This readiness to enter into my 
plans greatly encouraged me to hope that a class could be 
collected with but little difficulty. 

"As I approached the next dwelling, near by, I heard 
the loud laugh and the voice of merriment. This damped 
my early hopes. I stopped, turned about, and well-nigh 
resolved to abandon my object, at least for that time. But 
a moment's reflection influenced me to seize the present 
opportunity, and go forward. I entered with some reluc- 
tance, and there found six or eight colored persons, some 
from other towns, who had collected together to spend their 
Sabbath evening in amusement. 

" It would be rather difficult for a person not familiar 
with such scenes to conceive the variety of emotions which 
the presence of a stranger, especially on such an errand, 
produced among them. At first they manifested an aston- 
ishment bordering on consternation. But, as the object of 
my visit was explained, and the advantages of spending a 
part of the Sabbath in the study of the Bible mentioned, 
together with the interest manifested by a class of colored 
persons in Massachusetts, the first excitement subsided, and 
some began to show great interest; some appeared indiffer- 
ent, and some half-concealed a smile of derision. 

"After more conversation they concluded to consider the 



14 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

subject and decide in reference to it at my next call. Dur- 
ing the week I called again, and found the subject of my 
compensation the only thing concerning which they had 
further inquiries to make. Being informed that the only 
compensation expected or wished for was their attendance 
and improvement, they readily accepted my proposals, and 
appointed the next Sabbath for organization. 

"On the next Sabbath I found some six or seven assem- 
bled, awaiting my arrival. Having implored the aid of the 
Divine Spirit, without which all our efforts are inefficient, 
they were requested to read a chapter in the Bible. Some 
could read with considerable ease, some very little, and 
some none at all. 

" I felt that the success of this experiment depended in a 
great measure upon the impression made at the first meet- 
ing ; and it was so ordered that the impression was most 
favorable. A very lively interest was evidently awakened 
among several of the class, who soon visited many of the 
colored people living two and even six miles distant, and 
told them all about their class, and invited their attendance. 

"On the following Sabbath our number was somewhat 
enlarged, and the* interest increased. One middle-aged 
female, who barely knew her alphabet, had purchased a 
Testament, and began to spell out some of the small words. 
She continued to improve every week, and was soon able 
to read with the class with some ease. Not unfrequently 
she would repeat five or ten verses of Scripture which she 
had learned with much painstaking during the week. 

"One girl, eighteen or twenty years of age, who was 
quite intelligent, was of great service in hearing some of the 
children read and recite their lessons. She usually recited 
herself from fifteen to fifty verses every Sabbath. Another 
little girl of nine recited ten, sometimes forty, verses with 
great propriety. 

"Almost every week would show some increase of inter- 



4 
PERSONAL CONNECTION AND LABORS. 15 

est, sometimes of numbers. During the latter part of au- 
tumn the class varied in number from twelve to twenty, 
some of whom came a distance of six miles, most of them 
with their new Bibles or Testaments. 

"About this time one of the class suggested the expe- 
diency of meeting a part of the time at an adjoining town, 
for the better accommodation of members living at a dis- 
tance, at the same time manifesting his interest by gener- 
ously offering to procure a carriage for my conveyance. 
This suggestion led to the organization of another class in 
that town, under the care of several resident young men. 
My class was somewhat diminished by the formation of this 
new one, but continued to have an average number of twelve 
or fourteen. 

"The interest of the class, which decreased a little dur- 
ing the intense cold of winter, revived again in the spring, 
and continued to increase through the summer. At some 
meetings a very deep solemnity pervaded the class, and per- 
sonal conversation in some instances discovered a tender- 
ness of conscience, which encouraged the hope that the 
Lord, who ' hath made of one blood all the nations of men, for 
to dwell on all the face of the earth/ intended to prepare 
some of these poor souls for his heavenly kingdom. 

"A girl about twenty years of age, who, having long 
striven hard, in opposition to many natural obstacles, to 
learn to read, having made but little or no progress, one 
day burst into tears, and said, ' I do want to learn to read 
my Bible. ? 

"Another girl, about the same age, who had made con- 
siderable progress in her efforts to read, said, with eyes full 
of tears, ' 0, how I want to be able to sit down and read 
one chapter in my Bible ! But I am almost discouraged, 
and sometimes think I will give it up.' After a little encour- 
agement she said, ' I will begin once more and try harder, 
for I do want to read my Bible.' 



16 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

"The woman mentioned above, who had begun to read 
with the class, appeared exceedingly interested ever after 
the class was organized. She refused to work out on 
Wednesday, for she wished to spend that day at home, so 
as to devote a part of it to her lessons for the Bible class. 
She often showed much sorrow for sin, and expressed strong 
desires to become a Christian. This ^lass, which I have 
now left, I commend to the prayers of those who love the 
souls of all men, and to the protection of the God of all 
grace, praying with earnestness that I may meet each mem- 
ber of it in the kingdom of glory." 

At nine o'clock, Sabbath morning, he had a class of the 
boys of his school in the Sabbath school at the church. 
He then rode three miles and held a public service in a 
large school-house in the North Parish, as it was called, 
reading a printed sermon. He soon organized a Sabbath 
school, which he superintended in this school-house, at 
the close of the morning service ; then in the afternoon 
he conducted a Bible service, which became so crowded 
that the house and entry were full, and many gathered 
on the outside about the windows. Then at five o'clock 
in the afternoon he held his Bible class for colored peo- 
ple in the village. 

A revival of great interest commenced soon* after he 
began his various services at the school-house, which 
resulted, in a year or two, in the organization of a church 
of about sixty members. All his half-holidays he spent, 
after the revival commenced, in visiting among the 
people of his little parish. 

In the Annual Report of the Maine Sabbath School 
Union for 1832, the Board of Managers thus speak of 
the school here referred to : — 

"In the North Parish of Augusta the Sabbath school 



PERSONAL CONNECTION AND LABORS. 17 

embraces almost the entire number of adults and children 
who usually meet together for worship. The whole history 
of this church is identified with the history of Sabbath 
school operations among them. The exercises of the school 
have constituted their choicest means of grace and salva- 
tion ; and, perhaps, in no place have the privileges of 
Sabbath school instruction been, or can be, more affection- 
ately cherished. Within the year, eleven have been con- 
verted from three classes, and nine of these are adults who 
have never, before the last spring, been connected with a 
Sabbath school/ 7 

During his two years, beginning September, 1829, in 
the Theological Seminary, at Andover, Mass., he was 
connected with the Sabbath school in the Old South 
Congregational church in the village ; the first year as 
teacher of a class of mothers, and the second as associate 
superintendent with the late Rev. Thomas Brainard, 
D. D., of Philadelphia. 

That school, at that time, was probably the largest in 
the state. On one Sabbath there were present six hun- 
dred and seven persons, including those of all ages, from 
three to about ninety. 

One vacation, during this course at Andover, the 
writer was employed, under the appointment of the 
Massachusetts Sabbath School Union, which was com- 
posed of the Congregational and Baptist churches of the 
state, in visiting and addressing eighteen of the churches 
in the northern part of Worcester county, in regard to 
the interests of Sabbath schools ; and one vacation he 
was employed by the friends of this institution in Ken- 
nebec county, Maine, in promoting this cause among the 
churches in that county. 

About this time quite an impulse was given to the 
2 



18 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

cause of Sabbath schools extensively. In 1829 a Sabbath 
school and Bible class association was formed among the 
students of the Theological Seminary at Andover, and a 
similar one was also formed the same year in the theo- 
logical department of Yale College, in New Haven. The 
objects of these societies were to collect and diffuse in- 
formation concerning Bible classes and Sabbath schools, 
and to ascertain the best mode of conducting and extend- 
ing them. 

The association at Andover held frequent meetings 
for discussion on various practical subjects connected 
with the management of Sabbath schools. There were 
several committees ; one of correspondence, whose duty 
it was to correspond with clergymen and others, in all 
parts of this and foreign lands, in regard to the interests 
of this institution ; one on review, whose duty it was to 
examine and recommend books for the library ; and an- 
other on publication, with which the writer was con- 
nected, whose duty it was to prepare articles from the 
communications received by the committee of corre- 
spondence, &c, for the press. 

The association published twelve or fifteen articles in 
the " Sabbath School Treasury" for 1830-31 o.n subjects 
like the following : " How can ministers of the gospel 
best promote the interests of Sabbath schools?" "Mu- 
tual instruction;" "What is your mode of teaching?" 
"How can Sabbath schools be made to benefit remote 
parts of the town?" "Methods of replenishing the 
library," &c. 

From some of the letters to this association, and some 
of our communications for the press, we have given 
extracts in the following pages, as they help to pre- 
sent a correct idea of the state of Sabbath schools 



PERSONAL CONNECTION AND LABORS. 19 

at that early period, an4 of the manner of conducting 
them. 

The students in this seminary, at a meeting, June 
12th, the year previous to the establishment of the asso- 
ciation, exhibited the interest they felt in this cause 
by passing the following resolution: — 

"Resolved, That we will endeavor to make ourselves 
acquainted with the best system of Sabbath-school manage- 
ment and instruction, and to qualify ourselves in all 
respects, as far as we are able, to lend our influence to 
this cause ; and that we consider ourselves obligated to 
aid, according to the measure of our ability, in promoting 
its advancement, wherever God, in his providence, may 
call us." 

And all these students carried the spirit of this 
resolution with them into the ministry, and they have 
ever been the warm friends and supporters of this 
institution. 

In 1831, the writer accepted an invitation from 
the board of managers of the" Maine Sabbath School 
Union, and became its general agent, and labored in 
that capacity, and as corresponding secretary, for three 
years. An account of these three years' service may 
not be out of place here. 

At that time the institution of Sabbath schools in 
what was then called the " District of Maine," was 
comparatively in its infancy. There were in all only 
about three hundred schools connected with the union, 
and not over five hundred in the whole state, contain- 
ing, perhaps, a total of twenty thousand teachers and 
scholars. 

The action of the union and the friends of the cause, 
during those three years, is not wanting in interest and 



20 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

instruction to the most zealous Sabbath school workers 
of the present day. 

At the sixth annual meeting of the union, January, 
1882, so important did this work appear, that the 
following resolution was presented, and, after a most 
earnest advocacy, unanimously and with much enthusi- 
asm, adopted: — 

" Resolved, That, relying upon divine assistance, we will 
establish a Sabbath school in every town and school 
district in the state, where it is practicable and advisable, 
within a year and a half from this time." 

During the discussion of this subject, a member of the 
board offered, in case the resolution should be* carried 
into effect, to pay one hundred and fifty dollars towards 
the expense of the undertaking. 

It was understood that it was not generally advisable 
to establish a school in any district where the children 
could attend any existing school ; and it was not con- 
sidered practicable unless it could be accomplished at a 
reasonable expense of money and labor. 

It was comparatively an easy matter, on a pleasant 
January evening and in a warm and comfortable house, 
to pass this resolution, but it was found to be a very 
different matter to carry it into effect. But this action 
of the union deeply stirred the hearts of all the friends 
of the cause in the state ; and it is believed there never 
has been a period when there was a greater amount 
of Sabbath school work done in Maine than during the 
year and a half contemplated in that resolution. 

Early in the spring the general agent traversed the 
state in every direction, visited the auxiliary unions, 
and held meetings to secure in every county and town 



PERSONAL CONNECTION AND LABORS. 21 

committees and individuals who would become responsi- 
ble for the accomplishment of their portion of the 
work. Nearly the whole state was thus appropriated to 
committees and individuals. And a vast amount of 
labor from voluntary and unpaid agents was secured 
during the year. Young ladies were obtained to teach 
district schools, with special reference to the establish- 
ment of Sabbath schools in the towns and neighbor- 
hoods where they taught. Merchants were engaged 
to converse with their customers from adjacent towns 
or districts, and persuade them, if possible, to see that 
the work was accomplished in their respective com- 
munities. Juvenile sewing circles were formed to help 
furnish funds for carrying on the enterprise. 

It is interesting, at this distance of time, to look 
back and see the enthusiasm manifested so extensively 
in this undertaking. Men and women everywhere 
entered into it most heartily. Ten gentlemen took 
seventeen towns, and promised to visit them on the 
Sabbath, and, so far as it was practicable, establish 
schools where they were needed. An aged minister, 
with whitened locks, pledged himself to carry the 
resolution into effect in seven different towns, in some 
of which there never had been a school. 

The plan he adopted for the establishment of a school 
in one of these towns was quite novel and interesting. 
Having consulted with the minister of the place, and 
appointed a meeting for the purpose, he took his 
superintendent and several teachers and went to the 
meeting. After addressing the people on the subject, 
he assisted in organizing a school into classes, and 
choosing a superintendent and teachers. Then, with 
his superintendent and teachers, he gave the people a 



22 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

practical illustration of his manner of teaching and con- 
ducting a Sabbath school. This was, over forty years 
ago, precisely like the " Sabbath School Exercise " at 
our conventions of the present day. A few weeks 
after this, two other schools were in operation, and 
arrangements were made to organize two more. 

At the close of a meeting in another place, while 
several gentlemen were consulting together on this 
work, a young woman offered to assume the responsi- 
bility of establishing and conducting a Sabbath school 
in a certain district in an adjoining town, where she 
expected to teach the public school. " But if I should 
not," said she, " it is only four miles and a half, and I 
can walk out on Saturday, spend the Sabbath in the 
Sabbath school, and then return on Monday." 

She taught the public school as she expected, and 
also established and sustained a Sabbath school through 
the season almost unaided by any one. 

" There is such a neighborhood," said a man, " where 
there must be a Sabbath school. I don't know whom 
we can get to go out there. I don't know as there is 
any one : but I will see that the work is done." As he 
1 finished this remark, a woman, perhaps fifty years of 
age, said, "Why won't you let me go to that neigh- 
borhood ? " 

One of the managers of a county union proposed 
at their meeting for consultation that an agent should 
be employed six months to assist them in redeeming 
their pledg^. He also informed them where no small 
part of the necessary funds could be obtained. " There 
are fifteen or sixteen young ladies," said he, " who have 
been, or are now, connected with my class in the 
Sabbath school, and have all become hopefully pious. 



PERSONAL CONNECTION AND LABORS. 23 

Two months since they formed themselves into a sewing 
society, to meet once in two weeks. They have already 
in their treasury about thirty dollars, and they say they 
will increase it to seventy-five or one hundred dollars, 
and give it towards defraying the expense of an agent 
in this county, if the board will employ one. They 
have also pledged themselves to redeem one hour from 
sleep every morning, to work for the cause of Sabbath 
schools." 

In another county, instead of employing an agent, 
the pastors of the Congregational churches made an 
arrangement in the spring for a general exchange, 
when all were to present the subject of Sabbath schools 
to each other's people. In addition to this, each* minis- 
ter was to spend a few days with the brother with 
whom he exchanged ; and they were to go into all parts 
of the parish, where it was needful, and hold meetings 
on the subject, to establish, revive, or encourage Sab- 
bath schools, as the case might require. The effect of 
this labor was most happy, both upon the ministers and 
upon the people. The former, from the very fact that 
they labored in the cause, became more deeply inter- 
ested in it, while the latter naturally concluded that 
an object which had taken such a strong hold upon the 
feelings of their ministers, must be an important one, 
deserving their hearty cooperation. These are but a 
few specimens of the zeal with which men and women 
all over the state entered into this noble work.^ 

At the next annual meeting it was reported that a 
great amount of work had been performed, and one 
hundred new schools had been organized ; but more 
remained to be done to carry out the resolution than 
could be accomplished by the general agent alone. 



24 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Early in the spring, therefore, he visited many of our 
colleges, theological and other seminaries, and clergy- 
men, and secured the services in this work of eighteen 
students and eight or ten ministers, from one or two to 
seven weeks each. So that, at the anniversary in 1834, 
it was reported that the objects of the resolution, 
passed in 1882, had been substantially accomplished. 
During that year one hundred and eighty-nine new 
schools were organized, making the whole number 
connected with the union nine hundred and twenty- 
nine, containing a membership of over thirty-eight 
thousand. 

During the three years of this agency about three 
hundred new schools were organized, under the direc- 
tion of the general agent. Some of those schools, for 
want of the fostering care of the church, in a few 
months became extinct, but many of them are now 
among the most interesting and efficient schools in the 
state. And there are many men and women, who took 
part in that work, who now look back upon it with no 
small degree of satisfaction. And there were many 
laborers in those days — more than two score years 
ago — in Maine, who would compare favorably with 
the most zealous and successful Sabbath school laborers 
of the present day in any part of the country. 

In order to give more influence and greater facility 
to the agent, in his labors among the churches, he was 
licensed, by an association of ministers, at Augusta, 
October 25, 1831 ; and was ordained as an evangelist, 
in connection with the annual meeting of the union, 
January 13, 1832. The exercises were peculiar for 
such an occasion, inasmuch as they were all more or 
less directly connected with the special work of the 



PERSONAL CONNECTION AND LABORS. 25 

candidate for ordination. The following account of 
the services was communicated to the " Sabbath School 
Instructor," published in Portland, by the union : — 

" Ordained, in Portland, on the 13th instant, Rev. Asa Bul- 
lard, as an Evangelist. Introductory prayer by Eev. Adam 
Wilson, of Portland. [Mr. Wilson was the editor of a 
Baptist paper, and a member of the board of managers of 
the union.] Sermon by Rev. Benjamin Tappan, of Augusta ; 
text, Deut. xxxi. 12, 13. Consecrating prayer by Rev. 
Jotham Sewall, of Chesterville. Charge by Rev. Dr. Tyler, 
of Portland. Right hand of fellowship by Rev. Prof. Alvin 
Bond, of Bangor. Address by Rev. Daniel D. Tappan, of 
Alfred. Concluding prayer by Rev. Mr. Butler, of the Baptist 
church, North Yarmouth. 

" The exercises of the occasion were appropriate, and of a 
peculiarly interesting- character. The sermon exhibited, in 
a happy and impressive manner, the Importance of biblical 
instruction. Among other topics the preacher dwelt upon 
the Sabbath school institution, as combining the most suc- 
cessful means for diffusing a knowledge of the Bible, and 
preoccupying the minds of the rising generation in favor 
of the sacred truths and pure morality of the Gospel." 

On resigning his connection with the Maine Sabbath 
School Union, the board expressed, in an official form, 
their appreciation of his labors. 

Immediately after his resignation, he was invited to 
become the secretary and general agent of the Massa- 
chusetts Sabbath School Society, now called the Congre- 
gational Publishing Society, upon which service he en- 
tered March 1, 1804. 

Having completed a period of forty-two years of labor 
in connection with this society, a brief review of this 



26 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

period, in its relations to the secretary of the society, 
may be interesting and suggestive. 

There is not a person now connected with the officers 
of the society or the board of managers who was con- 
nected with either of them when the writer entered upon 
his office forty-two years ago. 

There have been during this period five presidents, 
three of whom have deceased, forty vice-presidents, eight 
of whom have died, eighty-three members of the board 
of managers, of whom thirty-two are not living. One 
agent of the depository and two treasurers have also 
passed away. 

In his work as general agent for forty-five years, in- 
cluding his three years in Maine, the writer has made 
about thirty-four hundred visits in nearly one thousand 
different towns and parishes, preached or given addresses 
seven thousand one hundred and forty-five times, and 
travelled about two hundred and forty-five thousand 
miles. With the exception of two western towns, all 
this has been in comparatively short journeys, mostly in 
New England and Canada. He has attended every year 
more or less public meetings, state and county confer- 
ences and associations of churches, Sabbath school con- 
ventions, festivals, &c, in different parts of the country. 
In connection with these visits he probably addressed 
between one million eight hundred thousand and two 
millions of persons, perhaps more than six hundred 
thousand different persons, and a large portion of them 
many times. 

In his connection with this society he edited every 
number of the society's monthly periodical, the " Sab- 
bath School Visitor," for ten years ; was assistant editor 



PERSONAL CONNECTION AND LABORS. 27 

of the "Congregational Visitor" for three years, and 
he edited every number of its weekly periodical, the 
" Weil-Spring," for thirty-one years, from its commence- 
ment, January 1, 1844, and has since aided in editing it. 

He was the corresponding and recording secretary of 
the society, of the board of managers, and of the Sab- 
bath school publishing department, and several years 
of the theological publishing department also ; he pre- 
pared all but five or six of the annual reports of the 
society, and all of the quarterly reports of the Sabbath 
school committee, and the committee on agencies for the 
same period. He wrote numerous circulars, letters to 
Sabbath schools and juvenile societies, and other public 
documents; and also wrote or compiled about forty of 
its 18mo books, containing over four thousand pages, 
thirty-six 32mo books, containing eight hundred pages, 
and numerous cards, and performed whatever other labors 
he could make of service to the society in its work in 
behalf of Sabbath schools. 

At the end of forty-one years a new secretary was 
chosen, and the writer was chosen honorary secretary, 
and relieved from a portion of his accustomed duties. 

The secretary, during the long period of his service, 
was seldom absent for personal recreation more than a 
few days at a time, and never so as to remit his care of 
the " Well-Spring " for a single number, or the perform- 
ance of any of his duties connected with the society. 

During the forty-two years here referred to the society 
issued, not including the fifty or more theological works 
and various tracts of the late Congregational Board of 
Publication, before it was united in this society, about 
thirty-four hundred different publications, containing in 



28 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

all about one hundred and eighty thousand pages of new 
matter. Of these publications over two thousand were 
bound volumes. This estimate does not include the 
eleven volumes of the " Sabbath School Visitor," the 
five volumes of the " Congregational Visitor," nor the 
thirty-two volumes of the " Well-Spring." Nor does it 
include the forty-two annual reports, nor the numerous 
catalogues, circulars, and other special documents that 
were published. 

The amount of business connected with the depository 
during this period was at least two million five hundred 
thousand dollars, and the amount of charitable contri- 
butions that the society disbursed, mostly in books and 
papers, to aid in organizing and maintaining Sabbath 
schools in every part of the country, at least two hun- 
dred thousand dollars. 



II. 



SKETCH OF THE RISE AND PROGRESS OF SAB- 
BATH SCHOOLS. 

It is well known that Robert Raikes, of Gloucester, 
England, is generally acknowledged as the founder of 
Sabbath schools. His first school was started in 1781, 
when he was forty-six years of age. 

" The beginning of this scheme," he says, in a letter 
dated November 25, 1783, " was entirely owing to acci- 
dent. Some business leading me, one morning, into the 
suburbs of the city, where the lowest of the people (who 
are principally employed in the pin manufactory) chiefly 
reside, I was struck with concern at seeing a group of chil- 
dren, wretchedly ragged, at play in the street. I asked an 
inhabitant whether these children belonged to that part 
of the town, and lamented their misery and idleness. 
c Ah, sir,' said the woman to whom I was speaking, 6 could 
you take a view of this part of the town on a Sunday 
you would be shocked, indeed ; for then the street is 
filled with multitudes of these wretches, who, released 
on that day from employment, spend their time in noise 
and riot, playing at chuck, cursing and swearing in a 
manner so horrid as to convey to any serious mind an 
idea of hell rather than any other place.' 

" This conversation suggested to me that it would be 
at least a harmless attempt, if it were productive of no 

29 



30 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

good, should some little plan be formed to check this de- 
plorable profanation of the Sabbath. I then inquired of 
the woman if there were any decent, well-disposed women 
in the neighborhood who kept schools for teaching to 
read. I presently was directed to four. To them I 
applied, and made an agreement with them to receive as 
many children as I should send upon a Sunday, whom 
they were to instruct in reading and in the church cate- 
chism. For this I engaged to pay them each a shilling 
for their day's employment. 

" This was the commencement of the plan." 

A union society, established at Stockport, near Man- 
chester, in 1784, had a school of about five thousand 
scholars. In one building there were over four thousand 
under the same roof, divided among eighty-six rooms. 
There were over three hundred teachers, and all except- 
ing fh r e of these had been scholars. What is remarka- 
ble is, that over two thousand of the scholars were past 
sixteen years of age, and more of them were boys than 
girls, and more of the teachers males than females. 
Besides instruction in the Scriptures, they taught writ- 
ing and elementary book-keeping, with no book used 
excepting the Bible. A great portion of the scholars 
were operatives in the factories, and had no other means 
of education. 

There were individuals many years before this, in 
various places, who instructed children on the Sabbath ; 
but Robert Raikes began what is now so generally adopt- 
ed in all Christian lands, the system of Sabbath schools. 
At first they were designed especially for the children 
of the poor and neglected. 

The Rev. Dr. Rauch, in a letter on German charac- 
teristics, published in the " Home Missionary " for Janu- 



RISE AND PROGRESS. 31 

ary, 1836, speaks of the existence of Sabbath schools 
nearly a century before their establishment by Robert 
Raikes. 

"As early as the year 1695," he says, " we find the 
Sunday schools already introduced into Wurtemberg, 
the object of which was to make the scholars, every 
morning before service, recite psalms, verses of the 
Bible, and parts of the catechism. In the year 1739 it 
was made the duty of all ministers to have Sunday and 
holy-day schools established, which differed from those 
mentioned above in some particulars. All unmarried 
persons were required, from the time of their confirma- 
tion till their twentieth or twenty-eighth year, to attend, 
bring their Bibles, catechisms, and hymn-books with 
them, repeat their whole course of religious instruction, 
and enlarge upon it. These exercises were as interest- 
ing to the congregation as useful to the youth, and are 
fully retained till the present day." 

Nicholas Ferrar was born in London in 1591. In 
1625 he established his family at Little Gidding, a 
retired part of Huntingdonshire. Here, in his family 
and neighborhood, we find, two hundred and fifty-one 
years ago, what was in truth a Sabbath school. 

In returning from divine service in the morning, Mr. 
Ferrar's elder nieces, and some others appointed for that 
duty, heard the children repeat the psalms which they 
had learned the week before. Mr. F., desiring the 
religious improvement of all around him, offered suclj 
children as would come to his house Sabbath morn- 
ing a penny for every psalm they would commit to 
memory perfectly, and also a dinner. Sometimes there 
were present forty or fifty at once. He gave a Psalter 
to every one who came. The psalm-children, as they 



32 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

were called, used frequently to recite portions of what 
they had learned before, in addition to what they had 
committed that week, so as to fix them more strongly 
in their memories. 

"The influence of this Sabbath school," says the 
biographer, "was such that the neighboring ministers 
declared a mighty change was wrought, not onlj T on 
the children, but on the men and women at home; 
for the parents would naturally hear their children 
repeating their sacred lessons, whereas, heretofore their 
tongues had been exercised in singing lewd or profane 
songs, or, at least, idle ballads. Now the streets and 
doors resounded with the sacred poetry of David's harp. 
Thus it is that little children, in multitudes of instances, 
become the instructors of their parents, and this is one 
of the greatest encouragements which we have in the 
work of Sabbath schools." 

In the early history of our own country, great inter- 
est was manifested in the moral and religious instruc- 
tion of the young in the family, the church, and the 
public school. 

Cotton Mather, in his life of the Rev. John Eliot, 
says of him, " He always had a mighty concern upon 
his mind for the little children. 'Twas an affectionate 
stroke in one of the little papers he published for them ; 
sure Christ is not willing to lose his lambs ; and I 
have come to remember with what a hearty, fervent, 
zealous application he addressed himself, when, in the 
name of the neighboring pastors and churches, he gave 
me the right hand of their fellowship at my ordination, 
and said, 4 Brother, art thou a lover of the Lord Jesus 
Christ ? Then, pray, Feed his lambs.' " * 

* Magnalia, third book, art. tth, p. 186. 



RISE AND PROGRESS. 33 

Ministers very generally were in the habit of catechis- 
ing the children of their respective parishes on a week 
day, sometimes in the pnblic schools or on the Sabbath. 
Of Mr. Brock, of Reding, it was said, at his funeral, 
June 19, 1688, he was " a worthy, good minister, gen- 
erally lamented ; was very laborious in catechising and 
instructing youth." * And even the General Court of 
Massachusetts took this subject under consideration. 

In 1642, a law was passed by this court which 
required the selectmen to see " that all masters of 
families do, once a week at least, catechise their chil- 
dren and servants in the grounds and principles of 
religion ; and if any be unable to do so much, that then, 
at least, they procure such children and apprentices to 
learn some short orthodox catechism without book, that 
they may be able to answer unto the questions that shall 
be propounded to them out of such catechism, by their 
parents or masters, or any of the selectmen, when they 
shall call them to a trial of what they have learned in 
that kind." f 

A law similar to the above was also in force in 
Connecticut.:}: Evils, however, having arisen from the 
neglect of some, if not all the provisions of the above 
law, in some places, the court again interposed. 

" March 9, 1669 or '70. The governor and council 
advised the clergymen of all the towns ' to catechise and 
instruct all people (especially youth) in the sound 
principles of the Christian religion, and that not only in 
public, but privately, from house to house, or at least 
three, four, or more families meeting together, as time 

* SewalTs Journal. t Colony Laws, chap. xxii. 

X Trumbull's His. Cons. R. I., chap. xiij. 

3 



34 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

and strength may permit ; taking to your assistance 
such godly and grave persons as to you may seem 
expedient.' " * This " advice " and " orders " were 
frequently renewed as occasion required. " November 
8, 1675. According to notice from General Court, Mr. 
Higginson revives his attention to the children of his 
congregation. He proposed to catechise them every 
second week, in the fifth and sixth days, as formerly." f 

" The Selectmen mette the 5: day of Octob. 1674; 
and agreed on the 15 : day of this instant mo. to goe 
throo the Town and examin the familys about catechiz- 
ing."t 

Nor did the care of our pious ancestors to maintain 
catechetical instruction subside in their posterity, till 
comparatively a recent period. " 1808, May 19. Voted, 
that the sacred Scriptures and the Assembly's Catechism 
be in future introduced into all our schools." § 

There are many persons now living, who were born 
in New England, who can remember when catechising 
was common, not only by ministers, but in the family 
and at the public schools. 

At the first settlement of New England, there was 
no catechism which the settlers entirely approved ; and, 
in 1641, the General Court ordered " that the ministers 
should agree upon a form of catechism, which should 
be printed for general use." Several ministers wrote 
and published catechisms in their individual capacity. 
Rev. Mr. Cotton, of Boston, published one of his own 



* Felt's Annals of Salem, p. 230. f Felt's Annals of Salem, p. 251. 

J Woburn Record, selectmen; day book, vol. i. p. 166. 

§ Lexington church record, p. 145, supposed to be a transcript from the 
Town Records. 

|| Emerson's First Church, Boston, p. 71. 



RISE AND PROGRESS. 35 

composing, entitled, " Milk for Babes ; " and this was 
used in other congregations besides his own. " 1660, 
September 10th. It was voted, that Mr. Cotton's cate- 
chism should be used in families for teaching children, 
so that they might be prepared for public catechising in 
the congregation." * Rev. Mr. Fiske, first pastor of the 
church of Chelmsford, at the earnest solicitation of his 
people, composed and published a catechism, 1657, 
entitled, " Watering of the Olive Plants in Christ's 
Kingdom, or, a Short Catechism for the Entrance of our 
Chelmsford Children ; enlarged by a threefold Appen- 
dix," which was " designed for youth of maturer 
years." f 

But the Westminster Shorter Catechism was intro- 
duced into New England soon after its publication, in 
1647, and came at length to be almost universally used. 

The gradual subsidence of interest in the catechising 
of the young in the family, the church, and the public 
school, it is believed, was among the causes which led 
to the introduction of the system of Sabbath school 
instruction. We cannot think that Sabbath schools 
were the means of driving catechisms into the shade, as 
some have suggestedr 

There were isolated schools organized early in this 
country. The first one known, was established by 
Ludwig Thacher, in the town of Ephrata, Lancaster 
County, Pennsylvania, as early as the middle of the 
last century, some thirty or forty years previous to 
those established by Raikes, and it was conducted by 
him for more than thirty years. 

In 1783, Bishop Asbury, it is claimed, organized a 

* Felt's Annals of Salem, p. 307. t Allen's History of Chelmsford, p. 123. 



36 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

school of this kind in Hanover, Virginia. The First- 
day, or Sunday school Society was organized in the city 
of Philadelphia, on the 11th of January, 1791, and the 
first school opened by it was in March, 1791. In 1S00 
there had been admitted to the several schools of this 
society more than two thousand scholars. But oral 
religious instruction was not given in these schools. 
The instruction was confined to reading and writing, 
after 1793, from the Bible. 

The Newburyport " Herald," of January 12, 1791, in 
giving an account of the establishment of this first 
Sabbath school in Philadelphia, adds this comment: 
" Pity their benevolence did not extend so far as to 
afford them tuition on days when it is lawful to follow 
such pursuits, and not thereby lay a foundation for the 
profanation of the Sabbathi" 

Truly, times and opinions change, but truth, never. 
Now the parents who keep their children away from 
the Sabbath school are the ones who are supposed to 
" profane " the Sabbath. 

A Sabbath school was started in Paterson, N. J., in 
1794, by Sarah Colt, a little girl of eleven years of 
age. 

At the suggestion of Samuel Slater, Esq., a student 
of Brown University established a school in Paw- 
tucket, R. I., in 1797 ; and one was opened in Hudson, 
N. Y., in 1803 ; and one in Pittsburg, Penn., on the 
22d of August, 1809.* 

The first Sabbath school in New England, for the 
sole purpose of the religious instruction of children, so 
far as is now known, was established in Bath, N. H., 

* Fray's History of Sunday Schools. 






RISE AND PROGRESS. 37 

in 1805. Shortly before, the Rev. David Sutherland, 
— who had been engaged in early efforts to found Sab- 
bath schools in Scotland, his native country, — was 
settled as pastor of the church. in Bath, and at once 
started a Sabbath school in the principal village, which 
he conducted with various success, and Avith very little 
aid from others, for thirteen years. In 1817 a new 
spirit was awakened, and other schools were opened in 
different parts of the town.* 

In 1850 the writer prepared a brief history of the 
rise and progress of Sabbath schools in the Congrega- 
tional denomination in Massachusetts, which was pub- 
lished by the Massachusetts Sabbath School Society, 
and from which we gather the following items : — 

The first Sabbath school, so far as we are able to 
learn, in this state, and probably in New England, 
intended for moral and religious instruction, was estab- 
lished in Beverly, in 1810. This school was commenced 
by two young ladies, Joanna Prince and Hannah Hill. 
The latter died in 1838. The former is still living, at 
Brunswick, Me., the respected lady of Ebenezer Ever- 
ett, Esq. She is a member of Rev. Dr.^Adams's church, 
and is now (1850) a teacher in his Sabbath school, forty 
years from the time she established the school in Bev- 
erly.f Miss Prince was teaching a day school in a room 
of her mother's house. She and Miss Hill opened a Sab- 
bath school in her school-room. This school was held 
in the morning, and after the afternoon service. About 
thirty scholars attended the first season, and manifested 
great enthusiasm. Some of the members were very 

* Sketch of the Rise of Sabbath Schools, p. 138. 

f Mrs. Everett died September 5, 1859, having served as a Sabbath school 
teacher about half a century. 



38 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

zealous in learning to read, while others had long 
Scripture lessons to recite from memory. The ladies 
continued their school, all by themselves, with great 
success, for three years. The second season they hired 
a larger room. After the third year the enterprise was 
taken up by others, and a general school was estab- 
lished, in which all the societies united. Jealousies 
soon sprung up, and separate parish schools were 
established. 

The founders of this school were both of them 
Orthodox Congregationalists. 

The first school in Boston was established in 1812, 
by Miss Lydia Adams. W hile on a visit to Beverly, 
in October of that year, — as we learn from herself, — 
she heard of the school in that place, and, although 
she did not see it, she was at once impressed with the 
importance of a similar one in Boston, and on her 
return immediately commenced the work. " She was 
then teaching a week-day charity school, and was 
supported by the ladies of the West Parish — Dr. 
Lowell's. This school was continued until the year 
1822, when, the parish Sunday school having been 
established, her pupils, from that time, became mem- 
bers of that for religious instruction." * The plan of 
the school, the founder of it regards as exclusively her 
own, though the pastor gave it his sanction and hearty 
cooperation. This lady united with the Orthodox 
church in Jaffrey, New Hampshire, in 1805, and she 
ever maintained the faith she then professed. For 
many years she was known in this city, by many of the 
prominent members of the Orthodox churches, as a 

* Pray's History of Sunday Schools, &c, page 210. 



RISE AND PROGRESS. 39 

truly evangelical, devoted Christian. So that the 
honor of establishing the first two Sabbath schools in 
this commonwealth, instead of belonging, as is indi- 
rectly claimed in Pray's " History of Sunday Schools," 
to the Unitarian denomination, is, beyond all contro- 
versy, due to Orthodox Congregationalists, the true 
descendants of the Puritans, who first planted the 
gospel upon these shores. 

The late Charles Walley, Esq., of Boston, having 
heard of the enterprise o£* this lady, sent her a donation 
of books for her school, consisting of six Bibles, twelve 
New Testaments, twelve Watts's " Shorter Catechisms," 
, twelve Watts's " Divine Songs for Children," and 
twelve " Hymns for Infant Minds ; " in all, fifty-four 
volumes. This donation constituted the first Sabbath 
school library in Boston. 

A Sabbath school was commenced in Brunswick, 
Me., in 1812. In the winter of the same year a Sab- 
bath school was formed in Salem, under the patronage 
of a company of ladies belonging to the society of the 
Rev. Dr. Hopkins, predecessor of the Rev. Dr. Emer- 
son. The pupils were placed under the tuition of a 
teacher of a school of young ladies.* The same year 
a school was established in connection with the Taber- 
nacle church. 

A Sabbath school was established in Newburyport, 
in 1814, by three young ladies, two of whom became 
wives of clergymen. 

The young ladies secured the use of the Rev. Dr. 
Spring's vestry for their purposes, and, without aid or 
cooperation from the churches, began their benevolent 

* Correspondent of New York Observer, March 23, 1850. 



40 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

undertaking. The first year the number of pupils did 
not exceed one hundred. In four years it had grown 
into favor, and numbered eight hundred. 

The school began after public service in the after- 
noon, and occupied more than three hours. The whole 
instruction was given by these young ladies, and princi- 
pally by two of them. 

In 1815, the school in Dr. Spring's vestry was intrust- 
ed to some members of his society ; and two of the 
young ladies, originators of the school, commenced 
another in Joppa, a more destitute part of the town. 
In 1816, one of the young ladies started another school 
at Kennebunkport, Me.* 

The first school in Franklin, Conn., was established 
in 1815, and in a few years it contained a very large 
portion of people of the parish, of all ages. 

The first Sabbath school established in Charles- 
town, was in connection with the First Congregational 
church, under the pastoral care of Rev. Dr. Morse, in 
the autumn of 1816. f 

Among the Sabbath schools next established in 
Massachusetts, in connection with the Orthodox Con- 
gregational churches and societies, were those estab- 
lished under the auspices of the Boston Society for 
the Moral and Religious Instruction of the Poor. 
That society was organized in 1816, and its first Sab- 
bath school was established in 1817. In a few years 
there were, in the city of Boston, fourteen schools 
under the special care of that society.^ 

* Editor of [N. H.] Parents' Monitor, 
t Report of Winthrop Sabbath school, Charlestown, 1850. 
% Seventeenth Annual Report of The Boston Society for the Moral and 
Religious Instruction of the Poor. 



RISE AND PROGRESS. 41 

A Sabbath school was opened in Concord, Mass., in 
1810, by Miss Sarah Ripley, daughter of Rev. Dr. Rip- 
ley. She gathered a few children upon Sabbath after- 
noons, after church, at her father's house, and taught 
them the Scriptures and catechism. After this school 
had continued four or five years, through the warm 
season, three pious young ladies opened a school in a 
room at a house in the centre of the town ; but the 
people generally did not give their influence to the 
project, and a regular Sabbath school was not organized 
till June, 1818.* 

Rev. Samuel Goddard, in a letter to the Sabbath 
School and Bible Association at Andover, dated Nor- 
wich, Vt., January 12, 1830, says : — 

"It is now about twenty years since I was first settled 
in the ministry in one of the new towns in the north part 
of this state. They had never before had a minister, and 
the youth and children were growing up in ignorance ; and 
the Bible had been neglected by the parents. 

u I had never seen and rarely heard of a Sabbath school. 
I, however, attempted to engage the children to study 
the Scriptures, and collected a few together in what I 
called a 'Bible school/ At first I could obtain only the 
children of two or three families. For several years I 
could not persuade an individual to assist in the instruc- 
tion ; but the school increased, and one after another was 
induced to assist in instructing. In a few years there 
were teachers enough, and the children of every family 
but one in town were members of the Sabbath school, and 
I have seen a child of that family sorry because her father 
would not permit her to attend. 

"Although I had never heard of a Bible class, I invited 

* Sketch of the Rise of Sabbath Schools, p. 139. 



42 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

my neighbors, old and young, to collect together once 
a week, on winter evenings, to attend to the Scriptures. 
A chapter was given out one week for the next. When 
we met, the chapter was read and then taken up, verse 
by verse, compared with other Scriptures, explanations 
and illustrations were made, and the truths enforced on 
the consciences. These exercises excited interest in the 
Scriptures. 

"xifter I left that people, who were very poorly able 
to support the gospel, they were much disheartened, and 
ready to despair of ever seeing another minister settled 
among them. But these Sabbath school children were not 
satisfied. Their anxiety to have the Sabbath school and 
their solicitations with their parents were the very efficient 
means in establishing again the preached gospel among 
them ; and many of these scholars are now hopefully in 
the kingdom of Christ. " 

Although the precise date of this Sabbath school and 
Bible class movement is not here given, it was evi- 
dently among the earlier ones in New England; and 
the name given, " Bible school," is almost identical with 
the modern name, " Bible service." 

At this time there seems to have been awakened quite 
a general interest in the subject of doing more for the 
children, and in interesting persons of all ages in the 
Bible. The report of the Sabbath school movement in 
England had doubtless led ministers and the churches 
to inquiries on the subject. 

In 1814, in addition to the school established in New- 
buryport, one was organized in New York by two young 
ladies ; one in Wilmington, Delaware, and one in Cam- 
bridgeport. 

Several schools were founded in 1815 : one in con- 



RISE AND PROGRESS. 43 

nection with Christ Church, Boston; one in the Northern 
Liberties of Philadelphia, and one in Newark, N. J. 

In 1816 a Sabbath school was instituted in Chilli- 
cothe, O., in Westboro', Mass., in Cambridge, in Greens- 
borough and Hardwick, Vt., in Carlisle, Penn., in the 
Third, Second, and First Baptist churches, Boston, in 
Northampton, Mass,, New London, Conn., in the First 
church in Charlestown, and in Framingham. After 
this, schools were organized rapidly in various parts 
of the land. 

The thirtieth Annual Report of the Sabbath school in 
Newburyport gives the following account of the early 
history of this school : — 

"In 1814 three young ladies established the first Sab- 
bath scfrbol in this city, in the old chapel that formerly 
belonged to this church. This they continued for one year, 
without aid or assistance from any of the churches. The 
largest number they had did. not exceed, one hundred. 

"In 1815 members of this society took charge of the 
school, and continued it for two years. In 1817 the New- 
buryport Sabbath school was formed, or, as is more prob- 
able, the school established in this place removed to the 
court-house, and associated with it other societies. There 
were present at the first meeting of the Newburyport school 
thirty teachers and three hundred and fifty scholars. This 
school was continued thirteen years, to 1830, and, from the 
records we have of it, seems to have been very successfully 
conducted ; and through the exertions of its teachers and 
friends many were brought to receive religious instruc- 
tion who otherwise would have known nothing of divine 
things. 

"In 1827 there were connected with this school eight 
hundred scholars and teachers, and we find it recorded that 



44 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

there were present at one time five hundred and twenty- 
three scholars and seventy-two teachers. All this was 
done in the infancy of the Sabbath school movement in 
this country, this school being among the first that were 
established. There were no Sabbath school societies, 
papers, libraries, text-books, or Sabbath school music ; in 
short, scarcely nothing of which we now have showered 
upon us so abundantly, 

"This was effected, and the interest kept up, in a great 
measure, by a well-ordered weekly teachers 7 meeting. These 
meetings appear to have been very interesting, and they 
were punctually attended by the teachers. On three suc- 
cessive meetings there were present sixty-six, sixty-five, 
and eighty-four." 

Among the early doings of the teachers' meeting, as 
given in this report, are the following : — 

" Voted, That the l Evangelical and Familiar Catechism 
for Sunday Schools in New York/ abridged from the Rev. 
Joseph Emerson's, and l The Assembly's Shorter Cate- 
chism/ be taught in this school. Also, as some provision 
is made for black children, at the African school, in their 
vicinity, and as their presence at this school might prevent 
the attendance of some white children, it was Voted, 'That 
for the present no blacks be admitted/ This last vote, 
however, was reconsidered at the next meeting, and it was 
voted 'that the blacks be admitted/ 

" The subjects of opening the school with singing, requir- 
ing the scholars to give the text and leading ideas of the 
sermons, assisting in the formation of other schools, inter- 
esting the scholars in committing the Scriptures to memory, 
were acted on at these teachers' meetings. 

" One girl, ten years of age, Abigail Follensbee, in a 
little less than six months committed to memory the Book 



RISE AND PROGRESS. 45 

of Matthew and the one hundred and nineteenth Psalm, 
containing one thousand one hundred and ninety-nine 
verses, together with twenty-two texts, consisting of fifty- 
four verses, twenty hymns, forty-four Scripture proofs, and 
one tract ; also the principal part of the 'Assembly's 
Shorter Catechism/ The Annual Report of the twenty- 
second of August, 1818, gives the number of verses com- 
mitted to memory the first four months of the season as 
something near one hundred thousand. " 

u In the summer of 1815," — according to an account 
given by Rev. Alexander McKenzie, in his volume of 
" Lectures on the History of the First Church in Cam- 
bridge,"* "a Sabbath school was opened at the meeting- 
house, with the design of promoting the moral and 
religious improvement of children and youth. The 
school was taught during three summers by Miss Mary 
Munro and Miss Hannah Tenney. Then five other 
young ladies came to their assistance ; and Mr. James 
D. Farns worth, master of the grammar school, tendered 
his services for the instruction of the boys. More than 
eighty children of both sexes received instruction at 
the Sabbath school. They were taught to read and to 
commit to memory select portions of the Bible, cate- 
chisms, hymns, and prayers, and to answer Cummings's 
questions on the New Testament. Books and tracts 
were early provided for their use." 

In 1817 the General Association of Congregational 
Churches in Massachusetts recommended the establish- 
ment of schools for the pious education of children and 
youth. 

At the semi-centennial anniversary of the Sabbath 
school in West Boylston, the pastor, Rev. James H. 

* P. 180. 



46 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Fitts, gave an historical address, from which it appears 
that the first school in that place, for strictly religious 
instruction, was established in 1818. It met, at first, in 
an unfinished room in a private house, which had been 
fitted up for holding meetings. The extemporized seats 
consisted of rough boards, resting on chairs arranged 
throughout the room. There were about twenty schol- 
ars. Soon the school adjourned to meet in the " old 
centre school-house." 

The first mention of Sabbath schools in this country, 
in the u Boston Recorder," so far as we can find, was 
in vol. xi., for 1817, in an article by Thomas Vose v 
Secretary of the Boston Society for the Moral and 
Religious Instruction of the Poor. It spoke of the 
interest that had been excited by the establishment of 
Sabbath schools in towns among the poor ; and men- 
tioned that " the anniversary of the society would be 
held on Wednesday, in the afternoon, at the Old 
South Church, where the children of their Sabbath 
school would be present, and a sermon, composed for 
the occasion, would be preached by the Rev. Mr. 
Huntington, and a contribution would be taken to aid 
in defraying the expenses incidental to this important 
object." * 

In the same volume of the " Recorder," p. 110, there 
is published a brief account of the origin, progress, 
and improvement of the Sabbath school system of 
education, taken from the " Sunday School Guide," by 
J. A. Jame§, published in England, and republished in 
New York. 

And on p. 177 of 'the same volume, there is a long 
editorial article defending Sabbath schools from some 

* Boston Recorder, vol. xi. p. 173. 



RISE AND PROGRESS. 47 

of the objections that were urged against them, as that 
they are a novelty ; are unnecessaiy ; that they will 
interfere with the sanctity of the Sabbath ; deprive 
children of their only time for relaxation, &c. 

The semi-centennial anniversary of the school estab- 
lished in Beverly, in 1810, was celebrated in that town 
in 1860 with appropriate and very interesting services. 
And similar anniversaries of most of the earlier schools, 
in various parts of New England and of the country, 
have also been celebrated, and historical sketches of 
them, full of instructive incidents and reminiscences, 
have been published. 

It is interesting, in this centennial year of our country, 
1876, to contrast the present condition of the Sabbath 
school work, even in the single state of Massachusetts, 
with its "day of small things " sixty-six years ago. 
Then there was but a single school of two teachers and 
thirty scholars. Now there are in the state, probably, 
more than three hundred and fifty thousand scholars, 
and from fifty to sixty thousand teachers engaged in 
giving or receiving instruction in the Word of Life ! 
Sixty-six years ago the Sabbath school cause was but 
a little rill, like a silver thread, flowing down the 
mountain-side, that a child with his hand or foot could 
have stopped. But through these years it has gone 
on increasing in size and rapidity ; it has widened and 
deepened ; its waters have accumulated and swelled, 
till it now rolls on, a mighty Amazon ! 

If we compare the Sabbath school literature of the 
present day with that of sixty-six years ago, the same 
striking contrast is seen. Then the "New England 
Primer " was almost the only book published specially 
for the young. Now, every denomination has its own 



48 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

juvenile literature, comprising from three or four hun- 
dred to several thousand volumes each. 

Looking at this wonderful progress for these past 
almost threescore years and ten, and then looking for- 
ward through a similar period to come, our minds 
almost stagger at the prospect. What progress may 
we not anticipate in connection with the Sabbath 
school enterprise ! Instead of a new and untried 
enterprise, with but few teachers, few helps, and no 
experience, we now have a sacramental host — many 
of them with years of experience, and all of them 
trained in the Sabbath school work, with the accumu- 
lated wisdom of the past, and a great variety of other 
helps — and the hundreds of thousands of scholars, all 
receiving that instruction which will fit large numbers 
of them in turn to become themselves teachers. What, 
then, may not the friends of Sabbath schools in our 
churches hope, with the divine blessing,* to accomplish 
in the future ? 

In 1825, the Massachusetts Sabbath School Union, 
at first composed of the different evangelical denomina- 
tions, was formed, u to promote the opening of new 
and the increase and prosperity of old Sabbath schools, 
within the limits of this state ; to form depositories for 
supplying the schools with suitable books on the lowest 
terms possible ; to stimulate and encourage each other 
in the moral and religious instruction of children and 
others," &c. 

On the 31st of May, 1832, the Massachusetts Sab- 
bath School Society, composed only of the Congre- 
gational denomination, was formed for similar purposes. 

In 1870, the name was changed to Congregational 
Publishing Society. 



III. 

MODES OP CONDUCTING SABBATH SCHOOLS. 

The general mode of conducting Sabbath schools, 
almost from their first establishment to the present 
time, has been somewhat uniform, while the details in 
different schools have been various. And there have 
been frequent changes even in the same schools — 
though changes have not always been improvements — 
in the attempts that have been made to secure greater 
efficiency. Then, again, old modes have been revived. 

The past history of this institution has taught us the 
importance of variety in our plans of promoting the 
cause. A certain plan may be adopted which, for a 
time, will be very useful in creating an increased inter- 
est and zeal in the work. By and by this plan may 
seem to have lost especial power to interest, and may be 
superseded by some new plan, and so on. In a few 
years some of these obsolete plans may be revived, and 
with the same happy results as at first, or as would 
attend a new plan. They are new to most of those 
who revive them. 

It is interesting to look back and see how many of 
the exercises and various modes of conducting Sabbath 
schools twenty-five and thirty years ago have within 
the past few years been introduced, and some of them 
as though they were now adopted for the first time. 
4 49 



50 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Among the plans adopted in many of the earlier 
schools, and that are now extensively in use, were the 
following: Opening or closing the school with sing- 
ing by the scholars and teachers ; repeating together 
the Lords Prayer ; reading the Scriptures alternately ; 
the Sabbath 'school concert, which, even as far back as 
when it was held Monday evening, was represented, as 
is now the case, as being the most interesting meeting 
held ; teachers' meeting ; class records and monthly or 
quarterly reports by the teachers, to be read at the 
concerts ; anniversaries and various celebrations ; con- 
tributions in the school for benevolent purposes ; tem- 
perance societies among the young ; various measures 
for getting in new scholars ; mission schools; the black- 
board even ; conventions, &c. ; — so that we can almost 
say, in regard to this institution, as in regard to other 
things, " There is nothing new under the sun." 

Of course, with all the experience of more than a, 
generation, and with all the talent, wisdom, and piety 
of so many able men directed to this subject, there 
have been improvements, in reference to many things, 
in the present conduct of our schools. 

There were some plans that were adopted extensively 
in the earlier schools, that might be introduced with 
the improvements which the age would suggest, to 
great advantage at the present day. For example, 
correspondence of schools with each other ; the letters 
to be read at the concert ; reciprocal visits by commit- 
tees, between different schools, at the schools and the 
concerts ; celebrations on the Fourth of July ; a com- 
mittee of vigilance to bring into the school any in the 
entry, and around the church, &c. These and many 
other plans that have been adopted from time to time 



MODES OF CONDUCTING. 51 

in conducting Sabbath schools, will be more fully con- 
sidered in the sequel. 

At the first, the chief exercise of most schools in 
this country consisted mainly in hearing the children 
repeat verses of Scripture and hymns. There were not 
generally any lessons assigned. The scholars learned 
such verses, and as many, as they chose ; and not 
unfrequently whole chapters were recited. In a class 
of six or eight, it would sometimes occur that so many 
chapters had been committed to memory, that not more 
than one half or two thirds of the members would have 
time during the session to recite. There was no time 
for explanations or any remarks. 

The excellence of a school seemed to consist in the 
amount committed to memory. Rewards were given 
to stimulate the scholars in this work. A ticket, on 
which was written or printed " Merit," was given in 
some schools for every ten verses ; when ten tickets 
were obtained, or one hundred verses had been recited, 
a tract was given ; and when five tracts were obtained, 
then a book was the reward. And the first book we 
ever received in this way was " Henry and his Bearer," 
one of the earlier books published for the use of Sab- 
bath schools. 

After a few years, the friends of this institution, or, 
as they are now called, " the workers," began to think 
that, instead of crowding the minds of the young with 
whole chapters of the Bible, a better way would be to 
give out a certain number of verses, from six to ten, 
as a lesson to be committed to memory, and studied, 
so that the scholars would be able to answer the ques- 
tions their teachers might ask them on the subject. 

The first "Annual Report of the Maine Sabbath 



52 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

School Union " for 1827 says : " The practice of hearing 
long lessons, and estimating the merit of the scholar 
by the quantity committed to memory, has been dis- 
carded to a considerable extent ; and many advantages 
have been found to result from limited recitation, 
accompanied with full and easy explanations from the 
teachers. It is evident that to understand and remem- 
ber the lesson, rather than to display his own part, 
should be the object of the learner. All that is com- 
mitted to memory, without being understood, — al- 
though it may, after being- long hidden and unprofita- 
ble, be recalled in after life to great advantage, — seems, 
on the whole, to be little better than lost. At the best, 
much valuable time is unnecessarily consumed, the 
mind of the child is oppressed with a useless burden, 
and a pernicious habit of superficial reading and study 
contracted, which will ever after prove a source of 
inconvenience. The classes should be small, and the 
lesson confined to a few verses ; and the same lesson 
should generally be assigned to the whole school, 
and always to the members of the same class. Then 
the teachers should converse with each scholar, to see, 
as far as possible, that he understands the lesson, and 
comprehends the manner in which it ought to affect 
him." 

This plan of a limited number of verses was then 
very generally adopted by the schools. But it was 
found, after a short time, that many of the teachers 
could do but little more than hear the scholars repeat 
these few verses, as they used to repeat their chapters. 
They were not able to ask questions and interest the 
scholars by any instructions connected with the lesson. 
And then, too, many of the scholars did not understand 






MODES OF CONDUCTING. 53 

how to study the verses they had committed to memory. 
If the verse were, " Come unto me, all ye that labor 
and are heavy laden, and I will give you rest," they did 
not know how to analyze it ; to take up the different 
clauses and inquire what their meaning was. They 
would not, perhaps, ask themselves, " Who says this?" 
" Is this a command or an invitation ? " " What is it to 
' labor and be heavy laden ' ? " " What is it to come to 
Christ?" "What is the 'rest' he promises to give?" 
This state of things led many to see the need of some 
helps and questions to be prepared by persons especially 
qualified for this work, on the lessons, both to aid the 
scholars in studying the lessons and the teachers in 
imparting instruction. And this led to the preparation 
of question books, which for many years, till the pub- 
lication of the " Uniform Lesson Papers," most of the 
schools, at least in New England, have used ; and, in- 
deed, most of them still prefer question books, though 
on the uniform lessons, to the lesson papers. 

The superintendent of the Congregational Sabbath 
school, in Portsmouth, N. H., the late Rev. Prof. Pea- 
body, of Dartmouth College, in a letter to the commit- 
tee of correspondence of the Sabbath School and Bible 
Class Association of Andover Theological Seminary, 
dated December 25, 1829, thus speaks of the mode of 
conducting that school : — 

"First, prayer by the superintendent, all the children 
standing in one and the same attitude, and, at the close, 
audibly joining in the Lord's Prayer. Then the class reci- 
tations. Then the superintendent relates some anecdote, 
or remarks on some Scripture truth or some remarkable 
providence. 

"Since requiring the children to join in the Lord's Prayer, 



54 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

the superintendent has usually occupied ten or fifteen min- 
utes in illustrating and enforcing practically the several 
parts of it. 

" The school is closed by singing, in which all are desired 
to unite. Our plan has thus far succeeded admirably." 

Rev. Frederick E. Cannon, of Ludlow, Vt., in a letter 
to the above committee, dated December 19, 1829, thus 
describes his mode of conducting his school at that early 
day. In the spring of that year he united his Bible 
classes with the Sabbath school for the purpose of 
giving character and importance to the school. He 
says : — 

" Of the two hundred and fifty persons, old and young, 
who had given their names as willing to attend, twelve 
classes were made, besides about one hundred adults, which 
I reserved for myself. One of the twelve classes was made 
up of about thirty young ladies, and another of about 
twenty young men. All the classes take the same lesson 
of twelve verses. As early as the middle of each week I 
endeavor to have my preparation made for the school on 
the ensuing Sabbath ; and the preparation consists of a 
series of forty or fifty carefully written questions upon the 
lesson in course, and all the answers. Between this time 
and the Sabbath, the teachers are in the habit of obtaining 
the questions, and transcribing them for the benefit of their 
several classes. This method is adopted to render their 
preparation more thorough than it would be by a mere 
exposition of the lesson to them at a meeting appointed for 
the purpose. 

" On the Sabbath immediately after the morning service, 
the classes and teachers are at their places, when a rap is 
heard from the superintendent, calling all to the attitude 
of prayer for the opening of the school. Then the business 
of the school commences. I devote myself* entirely to my 



MODES- OF CONDUCTING. 55 

class, and the assistant superintendent takes a general 
oversight of the school. At the close of the exercises in 
the several classes, the librarian will have made all neces- 
sary arrangements of the books for the day, and I then turn 
to the whole school and give a plain, familiar, and practical 
exposition of the lesson, interspersing it with a variety of 
questions to the children, generally chosen from the list 
of questions used with the adults. And it is in no small 
degree interesting to see with what promptness and eager- 
ness the questions are answered by the children from all 
parts of the house. 

"After this I require the children to give some account 
of the morning text and sermon, and to direct me to the 
psalm or hymn given out on the previous Sabbath to be 
sung at this time by the school. After the hymn is read, 
the superintendent's rap is again heard, and we all rise and 
sing, old trembling voices mingling with the voices of 
youth and children in the song of Zion. This is the clos- 
ing scene, except a short prayer; and it is like heaven." 

Rev. Samuel Goddard, in a letter to tlie above asso- 
ciation, dated Norwich, Vt., January 18, 1830, writes: — 

" The method which, on the whole, appears to me the 
best of any we have tried since I have been with this people 
the past eight years, is the one pursued by us the past 
season. We have had our Bible classes and Sabbath school 
all together in the meeting-house during the intermission 
of public service, except several small schools in the outer 
parts of the town, where it is so far that the children 
could not come. We all, except some small children, 
take the same portion of Scripture. Questions are asked 
and remarks made by the teachers. After the classes have 
gone through, the pastor addresses the whole school a few 
minutes on some prominent truth in the lesson. 

"We introduce the exercises with singing and a short 



56 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

prayer, and close with prayer and singing the Doxology. 
This method has excited more interest, and called in 
greater numbers, than any other which we have tried. 
Parents and old people, some over seventy years of age, 
encourage the children and youth by their attendance. 
Two thirds of the worshipping assembly are engaged in the 
Bible classes and Sabbath school. We have, in all, over 
three hundred connected . with both departments. Some 
of the children have pretty constantly walked four or five 
miles. 

"Our Bible classes and Sabbath school are the concern 
of the church. The church attends to their interests, and 
appoints the superintendent and teachers. It is the busi- 
ness of the pastor, though not the superintendent, to be as 
really the pastor of the Sabbath school and Bible classes as 
of the church." 

The late Charles Stoddard, Esq., of Boston, in a 
letter to the above association, dated December 22, 
1829, thus describes his mode of conducting the Fort 
Hill school, which was established in 1820. This school, 
like most of the schools, especially in the cities and 
larger towns, for some years held two sessions a day. 
It used only the Bible for a text-book. He says : — 

"In the morning, when the school meets, precisely at 
eight and a half, one stroke of the bell brings the faces of 
the scholars towards the superintendent, who folds his hands, 
which is to them a signal to do the same. He then makes 
a short introductory address, in simple language, and at its 
close holds up a book, at noticing which the scholars all 
rise and close their eyes for prayer. This is very short 
and simple. No one is permitted to enter the school dur- 
ing this exercise, and everything is still. 

" The teachers then hear their scholars recite their lesson, 



MODES OF CONDUCTING. 57 

which is committed to memory at home, and spend the 
remainder of the time in asking and answering- questions, 
and exhorting their scholars, until the bell strikes and 
the book is held up again, which is a signal for the schol- 
ars to rise and fold their hands for singing. They are 
then dismissed and go out single file, headed by their 
teachers. 

" We act upon the nerves of the scholars, in our govern- 
ment, by signs, raising a book, &c, to call the school to 
order. This, I am persuaded, is the true secret of govern- 
ment. I have seen some superintendents almost break 
their knuckles in rapping the school into order, and strain 
their lungs by expressions such as these : ' We cannot have 
such a noise ! ' ' The children must be more quiet ! ? &c. 
Such scolding tones produce no good effect, but are worse 
than useless. All you want is to gain their attention by 
one stroke of the bell, and then, if there are a hundred 
children present, and no teachers, they can all be made 
perfectly quiet without uttering a word. 

"In the afternoon, the introductory address is omitted. 
After prayer, the time is occupied by the teachers in ex- 
plaining the lesson for the following Sabbath. The library 
books are given out to those who are punctual and have 
good lessons and conduct. 

"On the first Sabbath of the month we question the 
scholars audibly, to which audible answers are given, and 
we vary the exercises from time to time." 

In ■ school, one subject only is presented on the 

same Sabbath. A motto, in large characters, is hung 
up in a conspicuous part of the school, where all can 
see, consisting of the prominent verse or sentiment in 
the lesson of the clay. 

This, it will be seen, is much like the golden text 
upon the blackboard at the present day. 



58 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Questions are proposed monthly to the scholars, and 
all who are capable are desired to bring written answers 
from the Bible. For example : " How can you prove 
that it is the duty of parents to correct disobedient 
children?" These answers are corrected by the super- 
intendent and returned to the scholars. This exercise 
became quite general in that school. 

Rev. Daniel A. Clark, in a letter to the Sabbath 
School and Bible Class Association, referred to above, 
dated Bennington, Vt., March 24, 1830, gives an account 
of his Bible class and Sabbath school labors at that 
early day, that is so interesting and suggestive that it 
deserves to be made known. He says : — 

" I commenced a Bible class among the youth of my 
charge in 1816, while yet there was no name that had 
reached my ear appropriate to such an institution. I drew 
out a system of questions on the text to be examined, which 
were copied and used by the class, composed of fifty of 
my youth, all of whom engaged to be present at every 
exercise. The questions were intended to make the youth 
exercise some thought. The class were greatly interested 
in the study. 

"At a public examination, a large audience, filling the 
house, was held in silent suspense two and a half hours, 
while my class answered these questions. 

" I have had a Bible class in one shape and another ever 
since. 

"At present [1830] I have what I call, for want of a 
better name, a ' bibliary/ embracing my whole parish, old 
and young, male and female. I attend upon their instruc- 
tion in the intermission of divine service on the Lord's 
day. I name a week beforehand the portion of Scripture, 
and on Monday morning prepare on the passage a set of 
questions drawing out the history of the parts. Then a set 



MODES OF CONDUCTING. 59 

of reflections, &c, which I give out to be copied and used by 
the people. They soon multiply the copies till, before the 
Sabbath comes, there is a copy in every family in the parish. 

" Soon as I have dismissed the congregation in the morn- 
ing, all who will stay arrange themselves in pews, with 
some sprightly, active man at the head of each pew. These 
are called sponsors. To them I put the questions, and 
they put them to their respective classes. After a moment's 
pause, for them to get an answer, I ask any one of the 
sponsors for the answer. He rises and gives me, audibly, 
the best answer he can get from his class. The same 
question is, of course, agitated in every class through the 
house ; each child and youth, man and woman, has, in turn, 
opportunity to answer the sponsor, and each sponsor oppor- 
tunity to answer me, no one knowing from whom I shall 
demand an answer. 

" I have suffered this bibliary to swallow .up, at present, 
Bible class and Sabbath school, except that there are sev- 
eral district Sabbath schools at five o'clock ; and I am per- 
fectly satisfied that I have never yet hit upon a plan so 
useful. More attend upon biblical instruction on this plan. 
All are interested through the week, as well as during the 
hour of recitation. Young men have come in that never 
could be urged to the work before." 

The Sabbath school in Pawlet, Vt., in 1830, had two 
hundred and eleven scholars, divided into two divis- 
ions : those from fourteen to eighty-eight years of age 
in one division, and the infant class composing the 
other. This school, from the first, used the " Sabbath 
School Guide." Those above twenty-five years of age 
were taught in a class by themselves by the pastor. 
The school was held Sabbath noon, and was kept up 
summer and winter. 

The pastor occupied ten or fifteen minutes before the 



60 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

school closed in questioning the whole school in their 
respective lessons, aiming in his inquiries to elicit a 
train of thought which the teachers would not be likely 
to have taught them, and yet so simple as to secure 
twenty answers at once to each inquiry. The pastor 
says : — 

'? Our quarter-day occurs on the Sabbath. In the morn- 
ing a sermon is preached to the children on a subject and 
in a style calculated to interest and profit them. In the 
afternoon, after singing and prayer, a report is read, giving 
a succinct account of the state of the school during the 
last quarter, and some principle is discussed which is inti- 
mately connected with the prosperity of the school and the 
good of the children ; objections to Sabbath school opera- 
tions are met, and greater interest is enjoined on parents 
and guardians in behalf of the school and the institution 
generally. The scholars are then examined on the lessons 
over which they have passed during the quarter, and oppor- 
tunity given to friends of Sabbath schools to make remarks. 

" The system was new to all of us, and at first it did not 
excite interest ; some were even opposed to this method 
of spending the Sabbath ; but now we have few Sabbaths 
of more general or deeper interest during the year than 
our quarter-days. 

" We are in the habit of receiving and dismissing schol- 
ars with some ceremony. 

"The scholar, if willing, on entering the school, accom- 
panies the teacher to the superintendent's stand, who ad- 
dresses a few words of counsel and encouragement to the 
new scholar, gives him concisely the rules of the school, 
and prays for him. This service is attended to at the 
close of the school in presence of all the members. 

" When any one is about to leave the school, he is pre- 
sented as before, and after receiving advice and an aflfec- 



310 DES OF CONDUCTING. 61 

tionate farewell, in the name of the school a certificate is 
given, signifying that he has attended our school, and is, 
consequently, recommended to the special regard and over- 
sight of all friends of the institution. As you may imagine, 
this is an impressive service, and draws the cords of attach- 
ment too close to leave the members of our school very 
widely apart." 

At a meeting of the Andover Sabbath School and 
Bible Class Association, in 1830, the subject considered 
was the mode of teaching. Each member gave an ac-: 
count of his own mode. From these accounts the com- 
mittee of publication, of which we were a member, 
prepared the following facts, which were published in 
the ." Sabbath School Treasury : " — 

1 ' Method of teaching children under twelve years of age. — 
I have a class of boys about twelve years old, who use the 
'Union Questions/ I first endeavor to ascertain whether 
they have studied the lesson ; for if they have not treas- 
ured at least some part of it in their memory, they are 
poorly prepared to derive benefit from my instructions. 
To ascertain this point, I require each one to repeat a verse 
or two of the lesson from the Bible. I then proceed to ask 
those questions, which are printed in large type, pausing 
upon each question to ascertain how far the scholar under- 
stands what he has recited. For this purpose I take up 
some of the questions in small type, and suggest such inci- 
dental circumstances as will exercise his powers of mind, 
and elicit his views on the subject. The answers will often 
be correct, in a limited or modified sense, in which case I 
admit their correctness with the necessary qualifications. 
If the answer be wholly incorrect, I put the question in 
another shape, or let it go to the next, or call upon any 
one in the class to answer it who can. If no one is able 
to do it, then, and not otherwise, I answer it myself, and 



62 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

explain the difficulty by familiar illustrations, until I am 
sure that they all understand it. The practical application 
of the lesson requires much prudence, and cannot, I am 
sure, be rightly made without a deep tone of pious feeling 
in my own heart. A formal appeal at the close of every 
recitation, I observe, is not so useful as to apply the truth 
at any part of the lesson, when such an application can 
naturally be made. To attempt it indiscriminately on every 
verse becomes tiresome to the class, if not disgusting. I 
have found, also, that much is depending on the manner of 
applying divine truth, and endeavor to be so various in my 
manner that the class shall not be able to anticipate my 
remarks. Sometimes it seems best to make an appeal to 
the whole class ; sometimes to address the individual who 
is reciting ; and at other times to apply the truth to some 
supposed person, of a similar character and in like circum- 
stances. I have often observed that the interest of the 
class is in a great measure graduated by the interest which 
I feel myself; and nothing tends more powerfully to keep 
my feelings in a proper state than to consider these immor- 
tal souls as committed to my care for one great and definite 
object — their conversion to God. In addition to the above 
exercise, I require from each pupil some account of the 
book which he returned to the library. 

" This, while it serves to form habits of attentive reading 
on their part, also affords me an excellent opportunity to 
introduce and urge the subject of personal piety. 

" Method of teaching young persons from twenty to twenty- 
five years old. — I have under my instruction a class of young 
ladies from twenty to twenty-five years of age, in the first 
number of ' Fisk and Abbott's Bible Class Book.' I usually 
divide the time allotted to the recitation into two equal 
portions, and proceed in the following manner : The first 
half is devoted to a critical examination of the lesson, ac- 
cording to the directions found in the beginning of the 



MODES OF CONDUCTING. 63 

'Bible Class Book/ with such variations, however, as seem 
necessary to keep the attention of the class. To effect this 
fundamental object, as well as to render the exercise more 
profitable to them, I encourage the utmost freedom of 
inquiry, and on some subjects endeavor to lead them into 
a discussion among themselves. I dwell particularly upon 
the different traits of character exhibited in the lesson, and- 
the tendencies of such and such courses of conduct. I 
make the Bible its own interpreter as far as possible ; and 
whenever a promise is made, a threatening denounced, or 
a prophecy uttered, I always require my scholars to tell 
me where, and when, and how it was fulfilled. When we 
have gone through the lesson in this manner, the first half 
of our time has usually expired. The remaining half is 
spent in remarking upon the lesson as a whole, showing its 
connection with what precedes it, and noticing a few prom- 
inent points as landmarks, to aid in obtaining a connected 
view of sacred history. If testimony can be had from pro- 
fane authors, illustrative of any part of the lesson, it is 
introduced. I always reserve some prominent, interesting 
particular for the last, and dwell upon it at considerable 
length. For example, in the call of Abraham I would 
select the offering up of Isaac, and endeavor to impress on 
the minds of my scholars an idea of faith and obedience 
by describing minutely the probable feelings of Abraham 
in all the trying circumstances of that event, his regard for 
the divine authority urging him against the strongest cur- 
rent of natural affection. In addition to the regular lesson 
I give out to the class each Sabbath one book of the Old 
Testament, in chronological order, and request them to 
ascertain when and by whom it was written, and to give 
an account of its author and contents. This usually costs 
me much labor and time ; but the interest and profit of the 
exercise to myself and the class more than compensates for 
all the toil. I formerly learned by experience the disas- 



64 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

trous effects of closing rny instructions, even a few mo- 
ments only, before the time expired, and consequently I 
now endeavor to be broken off by the rap of the superin- 
tendent in the midst of some interesting remarks. I meet 
my class one evening during the week, at which time we 
also have a Bible exercise, and familiar conversation on 
Bible subjects. 

"General method of teaching persons from thirty to eighty 
years of age. — The venerable appearance of my class con- 
tinually suggests to me the importance of avoiding every- 
thing dictatorial in my manner of teaching. We use no 
book but the Bible. Sometimes I select a chapter myself 
for examination, at other times I request them to do it. 
Though it belongs to me to conduct the exercise, still I 
always place myself along with them as an inquirer after 
' what saith the Scriptures ? 9 We proceed in the following 
manner : I read a verse, or request one of them to do it, 
and then we all enter into a familiar conversation about its 
meaning. At first I had to ask nearly all the questions 
myself, and to do most of the talking. I convinced my 
class, at length, that this was not the most profitable 
method, and now they ask nearly all the questions them- 
selves. If any one is dissatisfied with the answer or ex- 
planation, he has full liberty to state his reasons, and to 
give his own views. When opposite opinions are advanced, 
I attempt to harmonize them. If I fail in this attempt, as 
is sometimes the case, I never think it best to enter into a 
long discussion, but generally sum up the evidence for each 
opinion and the difficulties attending it, and leave each 
member of the class to form his own opinion. 

"Plain illustrations and simple language ai*e no less im- 
portant in teaching old persons than in teaching children. 
I have often found it profitable to direct their attention to 
recent occurrences in God's providence for illustration of 
the Bible. Appeals can be made to the experience of old 






MODES OF CONDUCTING. 65 

persons much oftener and with more advantage than to the 
young." 

Twenty-five or thirty years ago the superintendent 
of the Sabbath school in Dedham writes : — 

" Of late we have resorted to the blackboard. A liberal- 
minded teacher, aided by the superintendent, procured one, 
six feet by four. We now use it almost every Sabbath. 
When the other duties begin to grow rather irksome, we 
call the attention of the teachers and pupils to something 
else. Sometimes we teach the geography of the lesson, as 
the situation of Capernaum or Nazareth; or the Sea of 
Galilee, or Mount Carmel. Sometimes we mark out a city, 
as Jerusalem, or make a map of some river, as the Jordan. 
At other times, for the sake of variety, we make a map of 
some missionary station, as Constantinople, or Beyroot, or 
Ooromiah. In this way we often spend ten or fifteen min- 
utes, not only very pleasantly, but also very profitably." 

In some schools, the older scholars, in addition to 
the usual exercises, have read biographical sketches of 
Scripture characters which they have written. Then, 
again, they have written answers to the more difficult 
questions in a small book prepared for the purpose. 

Some one class has been publicly examined on the 
lesson, so that parents, and all others present, might 
see what attention had been given to it. 

Constancy and punctuality in attendance, for bring- 
ing in new scholars, &c, have often been stimulated by 
the offer of certificates, or other rewards. 

In 1831 a Sabbath school adopted the method of hav- 
ing all the recitations made in a whisper. Nothing ever 
undertaken before, it was said, so much improved the 
school. Order and solemnity, it was thought, cannot 
be so effectually secured in any other way. 
5 



66 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

But few -of the Sabbath schools, the first fifteen or 
twenty years after their introduction into this country, 
were continued through the winter. The subject was 
very earnestly discussed in all the religious papers and 
in addresses. It was clearly shown that the winter 
months were even more favorable for study than the 
warmer seasons. Now there are but few schools any- 
where that are suspended during any part of the year, 
except for a short summer vacation. This is a compar- 
atively recent practice in some schools, and is by many 
regarded as a practice of doubtful utility. 

REWARDS OF MERIT. 

The Congregational school in Portsmouth, N. H., in 
1829, had the following system of rewards. The teach- 
ers were furnished with class bills, on which they kept 
an exact account of the conduct of every scholar in 
the class, including punctual attendance, correct recita- 
tions, proper deportment, &c. At the end of each 
quarter, a general report, made out from these bills, was 
given to the superintendent. By this report he was 
able, at once, to know who were the good and who the 
bad scholars in every class. The names of the most 
punctual and exemplary scholars were read before the 
school. At the end of the first and third quarters, bills 
of credit were awarded to the exemplary scholars in each 
class, making punctuality one of the principal grounds 
of the award; and at the end of the second and fourth 
quarters, rewards consisting of suitable books, one or 
more, were presented to those classes whose members, in 
general, had been exemplary in their conduct, punctual 
in their attendance, &c. These books were presented on 
condition that, after being read by all the members of 



MODES OF CONDUCTING. 67 

the class, they should be deposited in the library of the 
school, with a card on the cover bearing the names of 
those scholars on whose account they were presented. 

This mode of rewarding, as it addresses itself to 
classes rather than individuals, it was said, seems less 
calculated to excite invidious emulation than any 
other. Besides, it answers two purposes at once : that 
of rewarding merit, and at the same time that of con- 
stantly replenishing the library, which then numbered 
three hundred volumes.* 

There was one feature, in the early history of the 
First Parish Sabbath School, in Charlestown, that would 
seem strange to us at the present day. At the first 
meeting of the Board of Managers, it was voted to 
print one thousand tickets, to be given as rewards for 
punctual attendance, good behavior, &c. The reward 
tickets represented a money value. If constantly punc- 
tual and well-behaved, the value for the fifty-two Sab- 
baths would amount to twenty-six cents. This, however, 
was payable quarterly in books or clothing. Disor- 
derly behavior in school or church, or neglect in bring- 
ing their books, caused a forfeiture of tickets. 

At the annual meeting in 1822, the value of the 
tickets was reduced, twenty marks being valued at only 
one mill. This was payable in money. This tariff of 
prices was, we think, well calculated to check that 
" evil eye " that " hasteth to be rich ; " for, with this 
reduced value, if always punctual, a child might in 
two years receive one cent; and the money thus 
received the children were expected to give for the 
education of heathen youth! 

* Letter of D. Peabody to S. S. and B. C. Asso., at Andover. 



68 FIFTY YEARS WITH THE SABBATH SCHOOLS, 

One of the rules of the school required cleanliness, 
as well as strict attention to the commands of the 
teacher. Another designated the punishment for a 
lack of punctual attendance at school or church, for 
loss of books, &c. Then follow rules for conduct of 
scholars when out of school. Becoming deportment at 
home was enjoined ; spending their time on the Sabbath 
in the study of their books was required ; thus showing 
that, in the estimation of the founders, it was a privi- 
lege to become a member of the Sabbath school. 

In the " Sunday School Repository " for 1818, under 
the head of " Internal Regulations of Sunday Schools," 
blue and red tickets are recommended for " Rewards." 
Six blue tickets, given for the correct recitation of 
thirty-six verses of Scripture, should be equal to one 
red one, and one red one equal to half a cent in value : 
the tickets to be redeemed, every three months, with 
religious books and tracts suitable to the capacities of 
children. Under the head of " Penalties," teachers 
absent at roll-call should forfeit twelve and a half cents 
each. If unavoidably prevented from attending, they 
must provide a substitute, or forfeit twenty-five cents. 
For not reporting the reason of the absence of their 
scholars, twelve and a half cents. Superintendents, 
fines double.* 

Some of the pupils in the Sabbath school at West 
Boylston, which was established in 1818, recited from 
one to two hundred verses and hymns per week. From 
the first, premiums, consisting of valuable books and 
tracts, were given to scholars in proportion to the 
lessons recited. Some of the books were the " Dairy- 

* Semi-centennial Celebration of the First Parish Sabbath School, Charles- 
town, pp. 60-62. 



MODES OF CONDUCTING. 69 

man's Daughter ; " " Two Lambs ; " " Life of Ruby- 
Foster;" "Walks of Usefulness;" " The Robber's 
Daughter, or the Sunday School Convert : a Narrative 
founded on Fact ; " " Alfred Galba, or History of Two 
Brothers, supposed to be written by themselves." * 

QUESTION BOOKS. 

Question books and catechisms were introduced 
into some schools quite early. The school connected 
with the First Church in Cambridge, which was organ- 
ized in 1815, from the beginning used Cummings's 
" Questions on the New Testament," and various cate- 
chisms. The school in Framingham, which was formed 
in 1816, used Emerson's catechism, and Cummings's 
questions ; the " Assembly's Shorter Catechism," and 
Wilbur's " Biblical Catechism ; " Baldwin's catechism ; 
and " Doctrinal and Historical Catechisms." 

The " Christian Mirror," of Portland, Me., published 
a series of selected lessons for Sabbath schools for 
several years, beginning 1827. To accommodate those 
who might w^ish them, copies were struck off on cards, 
or separate papers.* 

Judson's " Question Book " was published in 1827 or 
1828, by the American Sabbath School Union. The 
Massachusetts Sabbath School Union published " Fiske 
and Abbott's Bible Class Book, for the use of Sabbath 
Schools and Bible Classes," in 1829. In 1836, the 
Massachusetts Sabbath School Society began the publi- 
cation of a series of " Biblical Catechisms for Infant 
Sabbath Schools ; " and the same year it published a 
question book on Romans. It was prepared with 

* Semi-centennial Anniversary of the Sabbath School of West Boylston. 
f Boston Recorder, 1829, p. 65. 



70 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

great care and labor* It was divided into two parts : 
the first for the younger classes, and the second for the 
older classes. The author, the late Harvey Newcomb, 
resided in Pittsburg, Penn. ; and the whole of this 
large volume was sent by mail, in letters, written in 
large folio sheets, two columns on a page ; the postage 
being twenty-five cents a letter. 

Soon after the publication of this book on Romans, 
the society published "Newcomb's First Question 
Book," in twd volumes, on topics. Since then, the 
society has published about one hundred question 
books and catechisms ; and all other Sabbath school 
publishing associations, and many private publishing 
houses, have issued a great variety of text-books for 
the use of Sabbath schools. 

Within a few years, the "Uniform Lessons," now 
called the "International Lessons," have been very 
generally adopted by the schools of nearly all denomina- 
tions throughout the country. The subject of uniform 
lessons for all our Sabbath schools, it is said, was 
first proposed in 1865 or 1866, by the Chicago Sunday 
School Union, through the " Sunday School Teacher," 
a periodical published under its direction. The first 
schedule of lessons was agreed upon for 1872. And 
Mr. B. F. Jacobs, a member of that union, is claimed 
to be the father of the idea of a national uniformity 
of lessons. These lessons have now become interna- 
tional. 

It is stated, on what is regarded as good authority, 
that these lessons have been adopted by the Pres- 
byterian, Methodist, Baptist, Congregational, Episco- 
palian, Lutheran, Moravian, and some Universalist 
churches in our own country ; and that they are being 



MODES OF CONDUCTING. 71 

published and used in Great Britain, France, Germany, 
Norway, Sweden, Austria, Switzerland, Turkey, North- 
ern India, Burmah, China, Japan, Australia, Fiji Islands, 
Sandwich Islands, Siam, and the language of the Choc- 
taw Indians. 

Most of the different denominations have prepared 
their own lesson papers, or question books, and their 
distinctive annotations. And the various religious 
newspapers are also publishing the lessons, from week 
to week, with appropriate illustrations and comments. 

Some have objected to the use of question books 
at all. They have said they make the teacher's work 
too easy. Many leaned upon them too much ; that 
they merely ask the questions, without making any 
effort to enforce the truth contained in the lesson, 
allowing the scholars to read the answers. 

In answer to this, it may be said that very much 
depends upon the teacher, whether the exercises of the 
class, with or without the use of such a help, is inter- 
esting and beneficial. A teacher who would make 
such an exercise interesting without a question book, 
would not fail to do so with one. The question book 
contains the Scripture lesson ; and it need be no 
hinderance to the teacher's freedom. He could use 
questions, little or much, as he chose. But a portion 
of our teachers find the question book a great help to 
them ; and to some teachers it is indispensable. They 
would be unable to take charge of a class, and make 
the exercises tolerably interesting, without it. 

A question book used as every teacher should use 
it, cannot be an injury ; and those who use it improp- 
erly would do still worse in attempting to teach a 
class without any such aid. And then the question 



72 FIFTY YEARS WITH THE SABBATH SCHOOLS, 

book is intended especially to help the scholars in their 
study of the lesson, like many of the catechetical text- 
books on the various branches of study in our public 
schools and higher seminaries of learning. The 
younger scholars, without such a course of lessons, with 
questions and answers and references, would do noth- 
ing but commit the text to memory, and this much all 
scholars should do with a question book. They would 
not know how to study the lesson beyond committing 
it to memory. They would not, without such a guide, 
search the Scriptures for parallel passages, and to 
ascertain how one passage sheds light upon another. 
This the question book, with its references, would 
teach them. And having studied the lesson with this 
help of the question book, they would be prepared to 
answer any appropriate and intelligible questions the 
teacher might ask in regard to the passage under 
consideration, whether they were in the question book 
or not. Intelligent and well-informed teachers in such 
cases might, if they chose, dispense themselves with 
the use of the question book. The scholars, having 
studied the passage and learned its general meaning in 
this way, would of course understand the teacher's 
questions and explanations, whether he used the ques- 
tion book or not. For most younger scholars, there- 
fore, the question book, with a suitable teacher, cannot 
be otherwise than useful. And at the present time, 
those who formerly objected to question books are 
freely using, more or less, the lesson papers, with 
their explanations, questions, and references, or the 
question books on the international lessons. 

A judicious clergyman in 1830 said : " Where ques- 
tions are used, an experienced and capable teacher will 



MODES OF CONDUCTING. 73 

not feel confined to them, but will omit and add as he 
pleases, and make various remarks of his own as he 
goes along." 

The great defect in regard to the lessons in our Sab- 
bath schools is, and ever has been, with or without a 
question book, that both teachers and scholars do not 
give the lessons the amount of study that is necessary 
to secure interest and profit from the exercise of the 
class. How can a Sabbath school deserve the name of 
school, if there be no earnest study on the part of the 
teacher and the taught? How can it, without this 
study, be of any real, practical benefit to any one? 
If superintendents feel obliged to say, as one certainly 
did say, " I really suppose there are some classes pres- 
ent in which neither the teachers nor the scholars yet 
know where the lesson for to-day is ! " how can there 
be any interest? 

Let the teachers set an example of an earnest prepa- 
ration of the lesson, and then insist on a similar prepa- 
ration on the part of the scholars, and this important 
defect would be removed. No scholar should be 
allowed to read the answers to his questions in the 
Sabbath school, any more than he is in his lessons in 
geography or history in the public school. Then recit- 
ing a Sabbath school lesson would mean something. 
Till such a course of study and recitation is insisted 
upon, it is surely unfair to throw the blame for any 
want of interest in the exercises upon the question 
book. It should be understood that nothing can com- 
pensate for the want of study in the Sabbath school. 
No amount of external interest that may be secured by 
other means — singing, festivals, concerts, with what- 
ever attractions, measures to bring in new scholars, 



74 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

&c, — can be an equivalent for thorough, earnest study 
of the lesson. The study of God's Word is one of the 
primary objects of the Sabbath school. Without this, 
— where the scholars are advanced enough to study, — 
the holding of such a school on the Lord's day would 
be a desecration of the Sabbath. A meeting for reli- 
gious exercises, of singing, prayer, and exhortation, with 
the children on the Sabbath, may be appropriate ; but 
a school on that day, week after week, without any 
study of the Bible, or books founded on the Bible, 
would be inappropriate to the sacred hours. 



IV. 

REVIVAL OF THE STUDY OF THE CATECHISM. 

For a long time previous to 1835, the use of the 
" Assembly's Shorter Catechism " and the " New Eng- 
land Primer " were almost unknown to the young. In 
the early part of that year, a series of articles, each con- 
sisting of one question and answer of the catechism, 
with the proof-texts, explanations, and an anecdote to 
illustrate it, was published in the " Sabbath School 
Visitor," the monthly periodical of the Massachusetts 
Sabbath School Society. 

After the publication of two or three articles, there 
began to be received letters, inquiring, " What has 
become of the shorter catechism ? " " Why has 
the catechism been banished from our families and 
schools?" &c. 

About that time a clergyman inquired, " Why does 
not the society publish a cheap edition of the cate- 
chism ? " As an inducement to the society to do it, he 
offered to take five hundred copies. In less than two 
weeks an edition of five thousand copies was published. 
In a short time some of the religious periodicals and 
ecclesiastical associations began to speak on the subject, 
and to recommend the restoration of this banished or 
neglected manual. 

The following resolution was adopted by a Sab- 

75 



76 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

bath School Convention held in Hallowell, Me., in 
1836 : — 

" Resolved f That the convention cordially recommend the 
use of the ' Westminster Assembly's Shorter Catechism ' 
in Sabbath schools." 

Rev. Mr. J., one of the leading' ministers of the 
state, in presenting this resolution, said it would not 
have been necessary thirty years ago. A change has 
taken place ; we do all by explanation now, nothing 
by thought ; not so in former ages, when there were 
giant minds. Now all is on the surface, and fades 
away from the mind almost as soon as received. Some- 
thing to administer to gratification is sought, some- 
thing merely to excite. Now is the time to meet the 
evil by training the rising generation to think, and 
not to be merely passive recipients. He referred to his 
early life when the catechism was taught in families. 
Is it so now? How comes it that it is not so ? He 
knew there were objections to this system of truth. 
Some may be for making a compromise. But with 
whom ? The enemies of truth ? Truth must be sought 
after, not relinquished. The catechism holds up a 
bird's-eye view of doctrines, and exceeds every other 
book but the Bible. There is mind running through 
it; it overflows with mind, and piety too. 

If desiring posthumous fame, he would rather be 
the author of the " Assembly's Catechism " than any 
other book, besides the Bible ; and " ought not this 
catechism to be introduced into our Sabbath schools ? 
Two editions of the catechism were soon after pub- 
lished by private houses. One weekly religious paper 
published a brief commentary on every question and 
answer, one each week. 



THE STUDY OF THE CATECHISM. 



Then the society published an edition with proof- 
texts and explanations ; then a larger work, called 
" Exercises on the Shorter Catechism ; " and in 1836 the 
" New England Primer." Several editions of the primer 
were afterwards issued by individual publishers. 

This little book — the " children's book" of past 
generations — found a very ready demand. For ten 
or fifteen years the study of the catechism was revived 
in the families and Sabbath schools of the Congrega- 
tional denomination very generally throughout New 
England. From fifty to one hundred or more children, 
in some parishes, committed the catechism accurately 
to memory, and received the reward of a Testament, 
Bible, or a handsome certificate that had been pub- 
lished, which had been offered. 

Among the many interesting incidents connected 
with the revived study of the catechism in the Sab- 
bath school, is the following : — 

The superintendent of the Sabbath school at West 
Springfield offered to give every scholar who would 
commit it perfectly to memory, — not partly commit 
it, but commit it perfectly, — a beautiful little pocket 
Bible, with gilt edges and a tuck. He was willing to 
pay out of his own pocket five or ten dollars to encour- 
age the children in this work. 

About six months after this, we were invited to 
spend a Sabbath there, and witness the result of the 
superintendent's offer. 

At the third service, at five o'clock, on a pleasant 
Sabbath afternoon in June, all assembled at the church. 
It appeared that one hundred and five scholars had 
committed the catechism, of whom about seventy-five 
were present ; so that, instead of costing the good super- 



78 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

intendent five or ten dollars, the prospect was that it 
would cost him between seventy-five and one hundred 
dollars. However, he got his Bibles bound very 
cheaply, though very beautifully, so that it actually 
cost him only about sixty dollars to redeem his pledge. 
And any one could see that he would not have had it 
one dollar less, he was so delighted with the result. 

After the introductory services, the pastor took the 
catechism, and in just thirty minutes every question 
was asked and every answer given. And there were 
only six mistakes of any kind that we could detect. 
Every one was surprised at the promptness and accuracy 
with which it was recited. 

A lady offered a Bible to every member of a Sabbath 
school who would commit the catechism to memory. 
She had to give ninety-five Bibles to redeem her pledge. 
She then offered a valuable present to every one who 
would commit the catechism, questions and answers, 
and proof-texts, and five young ladies obtained the 
prizes. 

In some cases the catechism was used at the quar- 
terly meetings of maternal associations, and at the 
Sabbath school concert; and it was made in many 
cases the subject of remarks, by the pastor and breth- 
ren, at the weekly church meeting, and at the third 
service on the Sabbath ; and very great interest was 
excited in this exercise. 

In many cases arrangements were made to have 
the " New England Primer " placed in every family 
in the parish or in the town. And in some instances, 
as the children and youth who were engaged in the 
work of distribution, went from house to house with 
the primer, this little book was welcomed almost with 



THE STUDY OF THE CATECHISM. 79 

tears of joy by fathers and mothers, as the cherished 
friend of their childhood and youth. 

The late Charles A. Spring, of Rock Island, 111., who 
was interested in the " New England Primer " when a 
boy, after his conversion, about the time the primer was 
republished in 1836, engaged in introducing it into that 
state ; and he distributed personalty about ten thousand 
copies. 

Within fifteen years from the time the study of the 
catechism was revived, probably more than half a mil- 
lion copies of it, in various forms, were published and 
sold. 

„ Many regarded the general introduction of this ex- 
cellent compendium of religious truth into our Sabbath 
schools, and the restoration of the primer to the fire- 
side, as events full of promise to the church and the 
cause of Christ. 

" This little manual has been," in the language of a 
correspondent of a secular newspaper, "one of the 
greatest blessings to New England that God, in his 
wisdom and goodness, ever bestowed on a race of 
sinners. What numberless individuals and families 
thence drew their first instruction in reading, and had 
their minds imbued with a taste for knowledge, and 
their hearts inspired with moral and religious principles 
by studying its pages ! " 

In regard to the importance of catechetical instruc- 
tion, the late Rev. Dr. Lyman Beecher, in one of his 
occasional sermons, says : " It was adopted universally 
by the primitive Christians ; was preached by the Wal- 
denses as their safeguard against the seductions of the 
Papists ; was resorted to by the churches of the Refor- 
mation, and continued by the churches of New England ; 



80 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

and has uniformly been followed by the revival or de- 
cline of religion as it has been persisted in or neglected. 
It is preeminently important that there be in the church 
symbols of evangelical doctrine associated with the 
earliest recollections of her children. 

" The sure consequence of leaving children to grow 
up without religious instruction will be irreligion and 
prejudice against the truth. Whenever, therefore, our 
doctrinal catechisms are laid aside, a breach wide as the 
sea is opened for the enemy to come in." 

The value of laying up the catechism in early life is 
illustrated by the following incident : — 

An intelligent lady, sixty years old, during a severe 
sickness, was unable to fix her mind on any subject for 
a long time. At length the catechism, which she learned 
in early life, came fresh to her recollection, and she re- 
membered it fully. Here she found a subject on which 
her mind could rest. Here was a brief compend of 
the great doctrines of the Bible, those doctrines which 
constitute the foundation of all our hopes, upon which 
she was able to meditate with much profit and pleasure. 

All the evangelical denominations have their respec- 
tive catechisms for this purpose, the "Assembly's Shorter 
Catechism " being the one more generally used in the 
Congregational churches and the various branches of 
the Presbyterian church. 



V. 



RELATION OF PARENTS TO THE SABBATH 
SCHOOL. 

The interest children feel in the Sabbath school, and 
the benefit they derive from it, depend very much on 
their parents. The children usually bring to the school 
the family likeness. If they do not look like their 
parents, they show the influence of home training. If 
all the arrangements of the family, on Saturday evening 
and Sabbath morning, are such as to prevent or not to 
aid the children in the preparation of their lessons, and 
in a punctual attendance at the school, it will be seen 
in their frequent absences, late arrivals, and imperfect 
lessons, and their general indifference to the school. 
Punctual attendance and well-studied lessons greatly 
encourage the hearts and strengthen the hands of teach- 
ers. They are an assurance of parental cooperation 
and sympathy. This assurance teachers ought to have. 
It is justly their due. And in reference to this matter 
there is a special duty resting on the father. 

The lessons of the Sabbath school ought, in part at 
least, to be prepared during the week, and both parents, 
as opportunity may present or occasion require, may 
encourage and aid their children in this work. 

But in many cases, it is to be feared, nearly the 
6 81 



82 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

whole of this preparation is deferred till Sabbath morn- 
ing, when the mother's time is fully occupied with 
various family duties. Not so with the father. If a 
layman, — and especially a mechanic or merchant, in- 
stead of a farmer with the care of his flocks and herds, 
— his time is almost entirely at his command, and a 
portion of it he can, and ought to, employ in preparing 
his children for the exercises of the Sabbath school. 
How can he spend an hour more pleasantly to his chil- 
dren, or profitably to himself, than by sitting down with 
them and aiding in the preparation of their lesson? 
As he encourages them to make their inquiries, and 
familiarly explains their difficulties, what an interest 
will kindle in their eyes and glow in their coun- 
tenances! What an opportunity is here presented, in 
answering some questions, or explaining some fact, to 
enforce truth on the heart and conscience ! 

Every Christian parent acknowledges the duty of 
giving his children religious instruction. How does 
the exercise here proposed facilitate the performance 
of this duty? When can the father find an occasion 
so favorable, in all respects, to sit down and instruct 
his children, as on the morning and evening of the 
holy Sabbath? No worldly cares are then pressing his 
mind, and no domestic labors call for his attention. 
Why, then, should not the father regard it as peculiarly 
his duty to see that the children's Sabbath lessons are 
well prepared ? Why should this labor, as is often the 
case, be left wholly to the mother ? It should not. It 
is the father's duty : a duty he owes to his companion, 
to his children, to the teachers, and to himself. Will 
not every parent give this subject a serious considera- 
tion? 



RELATION OF PARENTS. 83 

RELATION OF PARENTS TO THE SABBATH SCHOOL. 

Perhaps we cannot better give the result of our ex- 
perience and observation in regard to the relation and 
duties of parents to the Sabbath school than we did, 
some years ago, in the following " Superintendent's 
Letter to Parents." 

Respected Friends : — Permit me, in behalf of the 
teachers, to address you in regard to our Sabbath 
school. 

We take it for granted that you are interested in the 
spiritual and eternal welfare of your children. You 
believe that their highest happiness depends, instru- 
mentally, on their moral and religious training. 

We take it for granted, likewise, that you are, with 
us, interested in the institution of Sabbath schools. 
You regard it as an institution rich in promises of good 
to the young ; an institution whose special office is to 
help take care of the children, to aid in their moral and 
religious education. Through its influence thousands 
of the young have obtained great benefit to their 
minds, morals, and hearts, and have been, at least, 
aided in becoming the children of God. As evidence 
that you do regard the Sabbath school favorably, you 
have committed your own children to our institution. 

But, respected friends, we wish it here distinctly 
understood that it is no part of our object, as Sabbath 
school teachers, to assume any of your responsibilities, 
or in any degree to lessen your obligations in regard to 
the training of your children. Our only object is to 
aid you in this work, to add our efforts to your faith- 
ful labors for their salvation. 



84 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

You are no doubt aware that it is often said that the 
Sabbath school is made a substitute for parental instruc- 
tion ; that many parents favor this institution, and bring 
their children under its influence for the very purpose 
of relieving themselves of the responsibility of attend- 
ing to their religious instruction at home. 

Now we cannot believe this is true to anything like 
the extent that some suppose. Very few parents, who 
neglect the religious instruction of their children now, 
would attend to it were the Sabbath school abolished. 

Still we fear it is true, in regard to a large portion of 
the young, that the Sabbath school is their only source 
of personal religious instruction, except so far as they 
receive it from the ministry. They either have no 
parents, or they have such parents as concern not them- 
selves with the religious education of their children. 
In their dwellings there is no closet or altar of prayer, 
no Bible read, no parental example or instruction that 
will lead the children in the way of truth and holiness. 
Sabbath school or no Sabbath school, it is all the same 
to them. 

To these multitudes of the young we do, indeed, 
wish to perform, as far as may be, the kind offices of 
pious parents. We would take them by the hand and 
lead them, with all the earnestness and love of parental 
piety, to the Saviour. 

How awful will be the account those parents must 
hereafter give, who, while they have been carefully 
nourishing the body and the mind of their children, 
have neglected the soul ! But while we wish, in the 
Sabbath school, to supply their lack of religious instruc- 
tion to their children, we do not, we dare not, even in 
such cases, assume any of their responsibility in this 



RELATION OF PARENTS. 85 

matter. We cannot appear as their substitutes at the 
Judgment. They must answer themselves for the right 
training of their children. 

But it is said that pious parents sometimes transfer 
their responsibilities in regard to the religious instruc- 
tion of their children to Sabbath school teachers. So 
far as this is attempted, it is a most unnatural evil. 
" Shall our children be turned away from their father's 
table and sent to find bread at the hand of strangers? " 
Alas, for such cruelty ! God has laid duties on parents 
which they can neither throw off nor delegate to others. 

The obligation of parents to attend personally to 
the spiritual interests of their children is founded upon 
that immutable relation that subsists between parents 
and children ; and no circumstances which do not anni- 
hilate this relation can destroy or diminish its force. 
So long as the ties which bind parents and children 
together exist, so long must the obligation rest upon 
parents to " bring up their children in the nurture and 
admonition of the Lord." This obligation cannot be 
transferred to another. So far from it, new responsibil- 
ities are laid upon them from the very circumstance 
that their children are intrusted to the care of the 
Sabbath school teacher. They must now not only 
instruct their children themselves, but they must also 
look after the seed sown by the teacher, that it may 
not be lost, but bring forth fruit to the glory of God. 

It is not merely for the good of the children that 
God has placed this work in the hands of parents ; it 
is also for the personal good of parents themselves. 
Nothing will more surely promote a parent's own 
growth in grace than the daily prayers and instruc- 
tions which deep parental solicitude will call forth. 



86 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

All this good the parents lose when they transfer the 
religious education of their children to the Sabbath 
school teacher. 

While we would thus earnestly warn you against 
looking upon the Sabbath school as a substitute for 
parental instruction, we would encourage you to regard 
it as a most important auxiliary. And we pledge you 
our prayers and labors, in cooperation with yours, in 
training your children for usefulness and for heaven. 

You will find, we trust, that our Sabbath school will 
aid you in the intellectual improvement of your chil- 
dren. 

A Although this is not bur great object, yet " the 
instructions in the Sabbath school are wonderfully 
adapted to quicken, enlarge, and strengthen all the 
intellectual faculties." There are no fields of knowl- 
edge that can be thrown open to the human mind so 
rich, and varied, and interesting, as those spread out 
before us in the Scriptures. And there is nothing so 
well adapted to arouse and stimulate to diligence in 
exploring those fields as that same wonderful book 
itself, which is our book of instruction in the Sabbath 
school. 

You will find this instruction an auxiliary to parental 
government. 

You consider it, we doubt not, of immense conse- 
quence that young children early possess the spirit and 
form the habit of subordination and cheerful obedience. 
You feel that the temper which will lead to cheerful 
obedience to parental authority is the temper of the 
Bible. This you wish to teach your children, and any 
assistance in this work you would thankfully receive. 
Here is the very place where we come in as your fellow- 



RELATION OF PARENTS. 87 

helpers. In the Sabbath school your children have this 
instruction and discipline. " Every week they subject 
their will to the will of their teachers ; submit to re- 
straint and government. They are subdued ; they are 
chained down by the law of kindness and the bonds of 
love." 

But the principal object of the Sabbath school is to 
aid you in training up your children for heaven. 

This, we trust, is the great end of all your solicitude 
and effort in regard to them. You feel that your family 
has been constituted, and you placed at its head, to hold 
the affections of your children and sway over them an 
unbounded influence, so that you may guide them home 
to God. 

To aid you in this most interesting work we cheer- 
fully proffer our services. We will do all we can to 
assist you in cultivating the consciences and the hearts 
of your children, that they may be fitted for the duties 
of life and for the rewards of the faithful in heaven. 

And now, respected friends, you will allow us, your 
fellow-helpers, freely to suggest a few things which we 
regard as essential on your part, to render out labors, and 
the whole influence of the Sabbath school, in the highest 
degree interesting and profitable to your children. 

In the first place, then, we look to you for the con- 
stant and punctual attendance of your children. 

To secure the benefits of the school, your children 
must, of course, attend, and attend constantly and 
punctually. We have no authority and no power, ex- 
cepting that of persuasion and love, and the general 
interest the school may awaken, to secure their attend- 
ance. For this we must look to you. And shall we 
not receive your cooperation in this matter ? Will you 



88 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

not arrange all your domestic affairs on the Sabbath 
with reference to their constant and punctual attend- 
ance? All such arrangements will magnify, in their 
view, the value of this institution. Let no slight 
cause, no trivial excuse which the indolence or caprice 
of your children may plead, be a sufficient reason for 
their absence. The constant and seasonable attendance 
of their parents at church will have a powerful influ- 
ence on their minds in regard to their attendance at 
school. 

The importance to the young of a habit of punctual- 
ity in meeting all their duties and engagements you 
acknowledge. 

We hope you think with us that no one is ever too 
.old or too wise to study the Word of God, and to study 
it in the Sabbath school ; and that you will teach this 
distinctly to your children. It pains us to see so many 
of our older youth and young people, and even the 
children of professedly pious parents, withdrawing from 
the Sabbath school. We are confident this would not 
often occur were parents faithful in regard to this sub- 
ject. 

While your children are under age, you are answer- 
able for the instruction they receive ; and consequently 
you have the right to direct them in regard to that 
instruction. 

The manner in which the attendance of older chil- 
dren and youth can be secured is described in the 
sequel. 

In the second place, we must look to you to see that 
your children's lessons are properly prepared. 

In order that a school may be of any practical service 
to the scholars, there must be study, earnest, thorough 



RELATION OF PARENTS. 89 

study. This is as needful in regard to the Sabbath 
school as any other. Perhaps there is no one thing in 
our Sabbath schools more discouraging at the present 
time than the superficial manner in which the lessons, 
in many instances, are prepared. Indeed, with many 
scholars, it is to be feared, there is no preparation, not 
even an examination of the lessons before they reach 
the class. They seem not to understand that the Sab- 
bath school is not the place to study, that it should all 
be done at home. The business at the school is to 
recite what has before been studied, and to listen to 
the explanations and remarks of the teacher. Without 
such a preparation of the lessons, the Sabbath school 
can be of but little benefit. And for such a prepara- 
tion we must look to the parents. Shall we look in 
vain ? • 

There is scarcely anything that so disheartens the 
teachers in their work as irregular attendance and neg- 
lected lessons on the part of the scholars. They see 
evidence in this that the parents feel no interest in all 
their labors. They are compelled to exclaim, " We are 
toiling and praying for the spiritual welfare of their 
children, and what do they care for it ? " 

On the other hand, the constant and regular attend- 
ance of their scholars, with well-prepared lessons, cheers 
and encourages the teachers. It shows that they have 
the sympathy and cooperation of their parents at home. 

What exercise could you find more pleasant and 
profitable for an hour Saturday evening, or Sabbath 
morning, than to sit down with your children and go 
over the lessons, explaining the more difficult parts, and 
encouraging them to learn and reflect upon their mean- 
ing? We are certain such an exercise would be pleas- 



90 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

ant to most children. Their attention at the outset 
would be arrested, and their interest excited, by the 
very circumstance that they are to enjoy the society 
and instruction of their dear father or mother. The 
mind and heart of each would thus be all open to 
receive the full power of every truth you might address 
to them. 

Then, parents, you should examine your children 
after the school, and ascertain what kind of instruction 
they have received, —how this or that truth or duty 
was explained by the teachers. If your child is learn- 
ing a trade, or attending the public school, you often 
make inquiries as to his progress, and whether any 
wrong' instruction is given. But what is a mistake or 
error in regard to mere human science, or business, 
compared with wrong instruction in divine truth and 
the great matter of salvation? 

The Sabbath school will often furnish you with 
favorable opportunities for personal religious conversa- 
tion with your children. How often, as they come to 
you with their inquiries respecting the lesson, does 
their deportment invite such conversation ! What 
favorable opportunities are these for sowing the good 
seed ! Here some highly practical truth or duty occurs 
in the lesson; what is more natural than that you 
should seize hold of that truth or duty, and make a 
practical application of it? A word, under such cir- 
cumstances, may prove " a word in season," — a word 
of life and salvation to them. Should you not hail 
and eagerly improve every such occasion, when you 
can so naturally, and without weariness to your chil- 
dren, direct their thoughts to the subject of their per- 
sonal salvation ? 



RELATION OF PARENTS. 91 

This view of the Sabbath school, inasmuch as it 
increases your opportunities of doing good to your 
children, increases, instead of lessens, your responsi- 
bility. And this very fact will endear the Sabbath 
school to the faithful parent. He will not care how 
momentous the responsibilities that press upon him, so 
long as he can hear his Saviour saying to him, "-As 
thy day, so shall thy strength be. My grace is suffi- 
cient for thee." 

May we not, then, expect your special cooperation in 
securing a thorough preparation of the lessons, and in 
exciting an interest in them? 

Again, you can help give much interest and efficiency 
to our Sabbath school by your own constant presence 
at the concert. 

In many places the Sabbath school concert is the 
most interesting meeting of the month. It is regarded 
as the children's meeting. They perform that delight- 
ful part of the service, the singing. The pastor and 
the superintendent make special preparation to give 
interest to the meeting. The teachers are all there, 
together with many Christian friends, to unite their 
fervent supplications for the selectest blessings of 
heaven upon the young. 

And will not you be there, to unite in all these 
services and "to witness these exhibitions of interest in 
the welfare of your own children ; to hear the kind 
words that will be spoken to them, and the earnest 
prayers that will be offered for them ; and to listen to 
their sweet songs of praise ? All heaven, we doubt 
not, is interested in these scenes. Angels bend their 
wings and listen to these infant notes of praise. And 
shall not every father and mother be there to listen too ? 



92 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

What place is there like the Sabbath school concert 
to awaken mutual interest between parents, teachers, 
and children ? A teacher is requested to pray. With 
all the fervor of a Christian heart, he pleads with God 
for blessings upon the young. Will not such a prayer 
draw forth the affections of the parents towards that 
teacher ? 

Then a father prays. He prays especially for those 
who are so faithfully laboring for his children. O, how 
such a prayer encourages the hearts of the teachers ; 
and what new interest it awakens among them in 
their labors! 

And then, how can you more certainly interest the 
young than by exhibitions of such mutual interest, 
on the part of parents and teachers both, in their 
behalf ? We trust, parents, that your hearts, and ours, 
and the hearts of your children, will ever be cheered 
by your presence at the concert. 

If you would help to make the Sabbath school in 
the highest degree a blessing to your children, we 
would suggest that you should become personally con- 
nected with the school. 

We are aware that various circumstances — such as 
infirmity, domestic cares and duties, especially where 
there are small children, &c, — are often given as 
reasons for not uniting with the Sabbath school. But 
we think that all should regard themselves, in some 
relation, as members to this institution. This all owe 
to themselves, to the young, and to the whole com- 
munity. Let every one, of whatever age, be connected 
with the school, as superintendents, teachers, pupils, or, 
at least, as an occasional visitor. Let your names be 



RELATION OF PARENTS. 93 

enrolled as members ; and then, as Providence shall 
enable you, attend in some of these relations. In this 
way you would help create a public sentiment in refer- 
ence to the school, so that every individual in the 
society, of whatever age or standing, would feel that 
his or her connection with the school would be 
reputable. 

We often hear young people, and even youth, saying 
they are too old to attend the Sabbath school ! But 
who ever heard them saying this in regard to public 
worship ? Let parents manifest an interest in the Sab- 
bath school, as they do in public worship — by their 
attendance — and their children will never think of 
being too old to attend. The truth of this can be 
shown by numerous cases. We know of instances 
where whole families of children have grown up, with 
their parents, in the Sabbath school. Even the older 
ones — some now of age, some in college, some in 
business — still accompany their parents to Sabbath 
school as in their childhood. The question of leaving 
the school is one they have never entertained for a 
moment, if it has ever occurred to them. They would 
not leave it if they could. They would be as restless, 
as much lost, on the Sabbath, without the Sabbath 
school, as they would without public worship. This is 
all the result of parental example. 

There are also numerous instances, where the indiffer- 
ence of even professedly Christian parents is giving 
us just the opposite result. At the age of twelve or 
thirteen, all their children become too smart for the 
Sabbath school. A teacher asked a lad why he had 
left the school. His answer was, " You don't catch me 



94 FIFTY YEARS WITH THE SABBATH SCHOOLS, 

at that business again." It was ascertained that he 
had heard his professedly pious parents speak very 
lightly of the Sabbath school. They had also said, 
" The children may attend or not, as they wish ; we 
shall not interfere with them about it." How long 
before such indifference to public worship would lead 
all their children to forsake the house of God? 

Let it be remembered, then, that the question, 
whether or not our young people shall be retained 
in the Sabbath school, depends upon the example and 
influence of their parents. 

Once more, permit us to entreat you, by every means 
in your power, to cooperate with the teachers in their 
work. 

If there are any two classes of laborers in the king- 
dom of Christ, whose situation and duties seem to point 
them out peculiarly as fellow-laborers, they are parents 
and Sabbath school teachers. The field in which they 
labor is one ; and the object for which they are laboring 
is one. Why then should they not join heart and hand, 
and labor together? The same difficulties and dis- 
couragements meet them both ; why, then, should they 
not unite their strength to resist or overcome them ? 
The same precious promises are held out to them both; 
the same bright hopes inspire them ; and the same 
glorious reward awaits them both, if they are faithful ; 
why, then, should they not walk together, cheering 
and gladdening each other's hearts by mutual counsel 
and encouragement? 

Parents, be fellow-laborers with the teachers of your 
children. Encourage them in their work by your 
prayers, your affectionate counsel, and your hearty 
cooperation. Let them see you constantly imploring 



RELATION OF PARENTS. 95 

the blessing of God upon their instructions, and water- 
ing with your tears the seed they have sown in the 
hearts of your children. Then will they take courage 
to go on in their labor of love ; then will they join their 
prayers and mingle their tears with yours ; and together 
with you will they rejoice over your dear offspring 
turning unto God, if by your mutual labors and 
prayers this unspeakable blessing shall be brought 
down from above. 

But how it must discourage and distress the faithful 
teacher to see all his efforts lost, or nearly so, because 
parents do not cooperate with him ! 

To counteract the influence of teachers, it is not 
necessary that parents should go so far as to oppose 
Sabbath schools. It is not necessary that they should 
tell their children that this or that thing which their 
teachers taught them is not true. No. Let parents 
manifest before their children merely an indifference 
to the cause of Sabbath schools, or an indifference 
to the commands of the Bible, — in a word, let them 
only fail to commend to their children, by their pre- 
cepts and example, the great truths of the Scriptures 
which are taught in the Sabbath school, and teachers 
will have sad reason to fear that they are laboring 
in vain. 

The teacher meets his class on the Sabbath. His 
very countenance, like that of Moses, shows that he has 
just come from holy communion with God. Under 
the influence of this love to souls, which he has fanned 
to a flame in his closet, he enters upon his pleasing but 
responsible duties. Even the smallest child sees affec- 
tion and anxiety beaming in the teacher's eye. All 
know that they are the objects of this affection and 



96 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

anxiety. Now, who does not see that this teacher, so 
far as he himself is concerned, has the most flattering 
prospects of doing good? 

Cheered with these prospects, at length he begins to 
press home upon the hearts of his dear children the 
duty of loving God " now in the days of their youth. : ' 
One, and another, and another of his class begin to 
show that truth is reaching their hearts — - they weep. 
He becomes more and more earnest and affectionate; 
but, alas ! there is one member of his class that remains 
unmoved. Truth falls upon his ear just as it does 
upon the others, but, unlike the others, he can keep it 
from his heart. AVhen the teacher tells him he must 
love God, he immediately says to himself, if not to the 
teacher, " Wiry, my father and mother love me ; but 
they never told me I must love God. They would 
have told me if I ought to love him." In this way the 
truth is repelled from the heart. And the efforts of the 
teacher with that scholar are almost as hopeless as they 
would be if his parents were heathen. 

And oh, how often, too, do even Christian parents, by 
their coldness in the performance of religious duties, or 
by their neglect of them, counteract, in the same way, 
the influence of the Sabbath school ! 

And parents, be especially watchful, if you would 
not counteract the influence of the teachers, how you 
speak of them before your children. Their influence for 
good, as well as that of a pastor, is ruined, unless 
they are respected and esteemed by those for whose 
good they labor. And one' disparaging remark from a 
parent, in regard to the person, character, manners, 
ability, instruction, &c, of a teacher or minister, may 
destroy all the respect and esteem which the children 



RELATION OF PARENTS. 97 

have been cherishing for him. Are parents aware of 
the spiritual injury they do their own children, when 
they speak lightly, or in any w^ay disparagingly, before 
them, of their teachers or ministers ? 

Permit us, respected friends, briefly to recapitulate, 
and say, }^ou cannot too deeply feel that the great 
object of the Sabbath school is the religious instruc- 
tion and salvation of your children. For the accom- 
plishment of this object there must be, on your part, 
an earnest, constant, and practical interest in the 
institution. There is no class of persons whom it 
so deeply concerns. It seeks the good of your own 
offspring. If you, then, are not interested in its exist- 
ence and efficiency, who can we expect will be ? The 
friends of this institution have a right to expect the 
warm sympathy and most earnest cooperation of parents 
in this work. Indeed, the character and object of 
the Sabbath school are such, that one would suppose 
parents would be its principal supporters. They would 
take the lead in the work, and others come in only as 
their assistants. 

If you do not engage in the work personally as 
superintendents and teachers, you certainly should 
manifest an interest in it greater than all others, — 
by using your influence to secure the constant, punc- 
tual, and interested attendance of your children; by 
seeing that they come with lessons properly studied ; 
and by your own presence at the concert, and, so 
far as may be, at the school ; and by giving the teach- 
ers your cheerful and hearty cooperation in every way 
possible. 

We renewedly pledge you our most earnest en- 
7 ' 



98 FIFTY YEARS WITH THE SABBATH SCHOOLS, 

deavors, by labor and prayer, to aid you in training 
up your beloved children to be useful on earth, 
and at last to meet you and us in the kingdom of 
heaven. 

In behalf of the Teachers, 

Yours, 



VI. 

LABORS OF PASTORS. 

Pastors, with all their other numerous and respon- 
sible duties, cannot generally, and especially on the 
Sabbath, perform much direct labor in connection with 
the Sabbath school. This is the peculiarly appropriate 
field of labor for private Christians. Pastors may be 
expected to take a general supervision of the school; 
but the teaching and the immediate superintendence of 
the school may well be attended to by private Chris- 
tians. Circumstances have induced some pastors to 
take the sole superintendence of their schools, and 
oftener to perform the labor of teachers in their schools. 
Some of these testify that they never passed their Sab- 
baths so profitably and pleasantly as when thus con- 
nected with the Sabbath school. Yet it is doubted 
whether there are many pastors who can consistently 
perform this labor. By throwing the burden of this 
work upon the private members of the church, not 
a little of their moral power, which otherwise might be 
lost to Zion, is thus brought into operation, and at the 
same time a larger amount of the pastor's energies may 
be directed to that department more properly minis- 
terial. Another consideration is that a greater number 
of persons are thus engaged in the work, and they can 
labor to greater advantage. 

99 



100 FIFTY YEARS WITH THE SABBAT If SCHOOLS. 

But though the pastor cannot perform much labor 
directly in the school, yet he may in many ways indi- 
rectly do more to give interest and efficiency to it than 
any other individual, and that, too, without greatly 
increasing the amount of his labors. 

In every parochial visit he may exert a secret but 
most happy influence on the prosperity of his school. 
His occasional prayers, also, and short addresses in the 
school and at the concert, and his word of encourage- 
ment, counsel, or admonition, whenever he may feel 
able to tarry a moment, and pass from one smiling 
group to another, will kindle a glow of interest in 
every heart. Even his occasional presence, though he 
speak not a word, and do nothing more than pass 
through the school, dispensing here and there his ex- 
pressions of interest and affection, will exert an impor- 
tant influence. 

" Do you care," inquired a father of his little daugh- 
ter, as they returned from the Sabbath school, " do you 
care about having the minister visit the school, unless 
he talks to the scholars?" 

" O, yes, sir," said she, with the greatest enthusiasm, 
" because he looks on us so pleasantly." There is an 
eloquence in the approving, affectionate look of an 
interested pastor that will often move the heart of the 
young more effectually than any eloquence of words. 

" Mr. L ," said a mother to her minister, " my 

little James will never forget you as long as he lives. 
He often says, 'Mother, the minister, when he was 
going out of meeting, put his hand on my head.' ' 

Children notice these little attentions at church and 
in the Sabbath school; and no minister can take the 
trouble to put his hand on the head of a child without 



LABORS OF PASTORS. 101 

gaining a warm and permanent place in that child's 
young heart. These apparently trifling attentions may 
procure the minister many a true friend to stand by 
him in the hour of adversity and in the decline of life. 

We have known but few, if any, pastors who regard 
this sort of supervision of the Sabbath school, and such 
an attention to its interest and its welfare, as an inter- 
ference with their other duties, or as too great an addi- 
tion to their other labors. On the other hand, most 
regard the institution as their auxiliary, and watch 
over it and use it accordingly. The case can hardly be 
conceived where a minister's duties and labors are so 
numerous and fatiguing as to demand or even justify 
an entire neglect of this institution. As a faithful 
pastor he must see that the lambs as well as the sheep 
of his flock are fed, and that if he choose to commit 
them in part to other hands, still the responsibility of 
seeing that they are fed, and fed, too, with the sincere 
milk of the word, rests upon him. 

One pastor, at least, — and one who ranked among 
those most abundant in their labors in the pulpit, at 
the social meeting, and from house to house, — used to 
meet his school every Sabbath, when at home, and 
spend the whole time of its session in various labors to 
promote its efficiency. And his testimony in this re- 
spect was, that he was better fitted in body, mind, and 
heart for his other duties in consequence. It afforded 
variety to the labors of the day, and was to him really 
a season of rest. This, however, might not, and prob- 
ably would not, be the experience of every pastor ; nor, 
however gratifying it might be to the school, should 
it be expected of every pastor that he should imitate 
such an example. 



102 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

There is hardly any way in which a pastor can, indi- 
rectly, exert so great an influence on his school as 
through the teachers' meeting. A short season spent 
with the teachers, once in one or two weeks, in explain- 
ing to them the lesson for the school, could hardly be 
employed more profitably. 

By attending the teachers' meeting, the pastor greatly 
increases the power of his ministry. The teachers 
become the instruments with which he works. Teach- 
ers, it has been well said, are the pastor's colleagues to 
the extent of their ability. He electrotypes himself, as 
it were, upon them, and through them becomes himself 
a teacher in every class in the school. His remarks 
and illustrations of truth will be repeated by them in 
every class. He becomes himself acquainted with the 
lessons, so that his prayers for the school, and his own 
teachings from the pulpit, his remarks at the school 
and the concerts, and his personal addresses to the 
members of his school, as he meets them in their 
homes or hj the way, will be more appropriate and 
practical. 

A large proportion of the pastors at the present day 
are doing more or less for the prosperity of their respec- 
tive Sabbath schools. Some open the school every Sab- 
bath, or occasionally, with prayer and a short address ; 
some spend the whole season the school is in session in 
various labors for its prosperity ; others take charge of a 
class of 3 r oung people ; some preach once or twice every 
year on the subject of Sabbath schools ; others preach 
frequently on some portion of the lessons; some al- 
ways attend the teachers' meeting and the concert, 
and some few take the entire superintendence of their 
school. 



VII. 

RELATION OF THE CHURCH TO THE SABBATH 

SCHOOL. 

The Sabbath school is the child of the church, and 
to the church it should ever look for its support and 
instruction. It is called the nursery of the church. 
From this nursery the church is to obtain many of her 
most vigorous, thrifty, fruitful plants. 

An institution, then, so intimately connected with the 
growth of the church should be vigorously sustained. 
Its general management and support should be under 
the care of the church. 

Many of the churches are organized professedly into 
Sabbath school societies, as stated heretofore, and have 
their schools under their control. The superintendents 
are church officers. They are chosen, like other officers 
and committees, at the annual church meeting. Usually 
the teachers are requested to nominate the superinten- 
dent ; and then the church, if the nomination is regarded 
a suitable one, confirms the action of the teachers. In 
some cases, not only the superintendents, but all the 
officers and teachers are appointed at the annual meet- 
ing of the church. A committee is also appointed, 
who, with the pastor, have the general supervision of 
the school for the year. This committee visit the 
school in rotation, one each Sabbath : they are con- 

103 



104. FIFTY YEARS WITH THE SABBATH SCHOOLS. 

suited in regard to all new or special measures, examine 
the class papers, &c. They hold quarterly meetings for 
consultation. This committee, in some cases, is a board 
of counsellors, with whom the superintendent may, at 
all times, confer. 

. The church, by this committee, is consulted in regard 
to the course of lessons to be used, and in the purchase 
of the books for the library. And then the church, as 
should be the case, furnishes the means for the in- 
crease of the library and to meet all the expenses 
of the school. In too many cases this expense is all 
left to fall upon the teachers, who are doing all the 
work. 

The church is God's ordained, divinely appointed 
institution for all moral and religious instruction and 
reformation. 

No Sabbath school, or any other organization, should 
come between the professing disciples of Christ and 
the church. No other organization or institution — 
except the family, which is also divinely appointed — 
can have prior or superior claims upon them. To no 
other should they feel under such obligations to give 
their toils and prayers as to the church. She should be 
preferred above their chief joy. We cannot enlist in 
the Sabbath school work, or any other system of means 
for building up the kingdom of Christ, irrespective of 
the church. All these should be the outgrowth of the 
church. The church combines in herself every possible 
means for doing the work. She can put in operation 
and direct all the machinery needed for its accomplish- 
ment. 

What is the church established for, in any given loca- 
tion, if not to labor, not only in seeking the spiritual 



RELATION OF THE CHURCH. 105 

growth of her own members, but also for Christ in 
seeking the salvation of all, old and youth, within her 
reach ? The Sabbath school she will cherish as a very 
important auxiliary in this work, or rather as one of her 
own agencies, which she has called into existence, 
through which to do the work. It and all other plans 
of doing Christian work are to be under the direction 
of the church, — they are but different modes in which 
the church herself is carrying on her great mission 
in the world. All should be conducted so as not to 
interfere with the highest efficiency of the church, 
but rather to give scope for all her activities. As no 
weapon formed against the church shall prosper, so no 
plan that may be devised to take the place of the 
church and do its work can prosper. 

Such being the relation of the church to the Sab- 
bath school, and the instruction of this institution being 
adapted to all of every age, of course all the members 
of the church, so far as circumstances will permit, 
should give it the encouragement and support of their 
presence as teachers or scholars. No one is too old to 
study the Scriptures. No one can have finished his 
education in the Bible. No one has yet penetrated all 
the rich mines of the Word of God. 

As to the particular relation the pastor sustains to 
the Sabbath school, it may be said, he is the modera- 
tor of all meetings of the church. The general super- 
vision of all plans adopted by the church for the moral 
and religious improvement of the people, is his preroga- 
tive — not less of the Sabbath school, than of the meet- 
ings of the church for prayer and conference. His 
relations to the Sabbath school and all the various meet- 
ings of the church, are such, that he may at any time 



106 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

feel a perfect liberty to be present, and make such 
suggestions, and give such advice, counsel, and exhorta- 
tion, as he shall think the best interests of the school 
and the people require. 

There ought not to be — in a parish Sabbath school 
especially — the most distant appearance of interests 
distinct from those of the pastor, the church, and 
society. Such a school, organized and conducted 
independently of the ministry and the church, may be 
managed so as to exert the most baneful influence on 
the usefulness of the pastor, and the prosperity of the 
church and congregation. The superintendent and his 
cabinet of teachers, bound together, as they usually 
are, by strong sympathy and fellow-feeling, — should 
they become disaffected, or for any reason disposed, — 
might make the Sabbath school anything but a bless- 
ing, — a kingdom within a kingdom, — an engine of 
the greatest mischief. 

We do not say that such has ever been the case. 
But w^e have known a few instances where pastors have 
been not a little embarrassed, and have felt their 
influence much crippled and abridged, by such an 
organization of the Sabbath school as has shut them 
out from that general oversight and supervision which 
properly belongs to them, and deprived them of the 
cheerful and harmonious cooperation of their superin- 
tendents. 

This difficulty is avoided where the churches, as is 
now extensively the case, take this institution under 
their own care, organizing themselves in some instances 
into Sabbath school societies, with the pastors of course 
for the presidents or moderators, electing their superin- 
tendents and teachers, and adopting such a course of 



RELATION OF THE CHURCH. 107 

instruction and such plans to give interest and efficiency 
to the schools, as their wisdom may suggest. 

A clergyman, in one of our cities, in 1830 wrote : 
" The class under my care has been organized about 
eighteen months. Between twenty and thirty young 
ladies, from sixteen to twenty-five years of age, were 
connected with it. Since the class commenced, two 
thirds of the whole number have become pious. I do 
not feel as if any more need be said to show the utility 
of ministers becoming Sabbath school teachers. Should 
it be said another might fill their place as well and 
even better, I would answer, no other person could have 
collected the class of young ladies under my care. 
They would have felt too wise and old to be Sabbath 
school scholars, but from the fact that their pastor was 
their teacher. I can truly say, if I ever felt I was 
honored, it is when I am seated as a Sabbath school 
teacher. Some may intimate that it must be too 
laborious for me, with my other duties on the Sabbath. 
Paul did more in one day than I do in a month ! I 
need say no more." 

The late Rev. Dr. Hawes, of Hartford, Conn., in a 
letter to the Sabbath School and Bible Association, in 
Andover Theological Seminary, dated March 16, 1830, 
writes : — 

" I can assure my brethren who are preparing for the 
ministry, that no part of their future duties will be more 
important and more interesting than instructing the young 
in Bible classes and Sabbath schools. " 

He thus describes his own labors among his young 
people : — 

u From the first of my ministry here, I have endeav- 



108 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

ored to engage the confidence of my young people, and 
especially of young men. In attempting to draw them 
around me for instruction, I have had recourse to various 
expedients. Soon after I came here, I formed a class of 
my most intelligent young people for the purpose of study- 
ing Porter's ' Evidences of Christianity/ Subsequently I 
collected a circle of my first young ladies to recite Paley's 
' Moral Philosophy.' This I found very useful, as it gave 
me access to some minds that I could not well reach in any 
other way. I have also made use of Weeks's catechism, 
and afterwards of Wilbur's, and last of all, the Bible, 
which is by far the best class-book I have yet found. 

" My method of teaching is very simple. Nearly three 
years ago I requested my young people over twelve years 
of age, who were desirous of uniting in a Bible class, to 
give me their names. A class of about two hundred was 
soon formed. I met them once in two weeks, and began 
with Matthew. I generally gave out a chapter, or a part 
of a chapter, as the case might be, and requested them to 
study it in the most thorough manner they were able. At 
the meeting I questioned any I chose. And here the 
great point, I have thought, to be arrived at, is familiarity. 
I have endeavored to make the meetings as social as pos- 
sible, giving myself great latitude, both as to the topics 
discussed and the manner of discussing them. I have 
wished to make the exercise a rallying point for my young 
people. I have, therefore, studied to interest them by 
varying my addresses and remarks so as to keep up their 
attention, and send them away with subjects to think of 
and talk about. In this way I find no difficulty in calling 
them together. 

" I meet the class now once a week. The place of 
meeting will seat nearly five hundred persons, and for 
more than two years it has been constantly filled, often 
thronged, and sometimes hundreds have gone away. I 



RELATION OF THE CHURCH. 109 

have been exceedingly interested in the exercise myself, 
and every week, I have reason to believe, the interest of 
those who attend has been increasing. I open and close 
the meeting with a short prayer, sometimes sing, and usu- 
ally spend just one hour in the service. This is important. 
Long meetings weary. The class know my rule, and they 
are always in their seats within five minutes of the time, 
and then I always begin. 

" If I may judge from my own limited experience, I 
would say that the great secret of conducting Bible classes 
is in making them interesting. Do this, and all obstacles 
are removed. There is no difficulty in getting 3 r oung per- 
sons together if you can only interest them. To effect 
this, we must be familiar, social, not abstract, not critical, 
not always serious, solemn, not always driving at the heart 
and conscience. Choose your time, then strike, and strike 
hard." 

Rev. Fred. E. Cannon, of Ludlow, Vt., in a letter to 
the above association, dated December 19, 1829, writes : 

" I would express it as my full conviction that a large 
share of ministerial labor can in no way be better bestowed 
than in Bible class and Sabbath school efforts. If I have 
accomplished any good to the souls of men in this place, 
the past year especially, I believe it has been principally 
through this medium. I believe, also, that a very essential 
service would be done to this cause if some person would 
publish a system of high intellectual and critical questions 
upon the Scriptures, adapted to assist the minds of think- 
ing men in Bible classes. I have in vain sought for such a 
system, and, for want of it, I have been driven to the her- 
culean task of making my own. Such a work is a great 
desideratum, and perhaps the gentlemen of your associa- 
tion may devise some method of placing it in the hands of 
the churches." 



110 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Since 1829, numerous books have been prepared in 
accordance with, this suggestion. Among others, the 
"Pastor's Bible Class Question Book," published by 
the Massachusetts Sabbath School Society, in 1850, was 
extensively used by pastors in their instructions to 
Bible classes, and especially classes of converts. 

Rev. Moses Miller, of Heath, Mass., who organized a 
Sabbath school in his parish in 1815, which was the first 
one in Franklin county, and who had previously, for 
several years, conducted Bible classes in the 'different 
districts of this town, recommended, in 1829, that the 
school should, as far as practical, have the same lesson, 
and the preacher should select the themes of his dis- 
course from the lesson, and expound, as far as he can 
consistently with variety, selecting either the most diffi- 
cult or prominent texts in the lesson. 

In a few years after his settlement in 1803, he became 
interested in the instruction of the young, and he com- 
menced teaching the children Emerson's catechisms 
during the intermission of public worship. Soon after 
he commenced teaching a class of youth in Wilbur's 
catechism during the week, and immediately after 
formed a Bible class ; then Bible classes in the different 
districts for persons of all ages ; then a Bible class for 
the young during the intermission of worship, — thus 
alternately instructing the youth and children on the 
Sabbath. In the weekly Bible classes in the school 
districts, parents and children met and were questioned 
upon the lesson given out on the Sabbath previous. 
He longed to see the whole congregation studying the 
Bible, especially during the intermission on the Sab- 
bath, instead of engaging, as he feared was the case, in 



RELATION OF THE CHURCH. Ill 

vain conversation. He entered warmly into every plan 
connected with the Sabbath school after it was estab- 
lished, and in a few years he had the pleasure of seeing 
a larger portion of the people in the school than proba- 
bly in any other school in the land. 



VIII. 

SUPERINTENDENTS AND TEACHERS. 

A very common subject for essays and discussions at 
conventions and other Sabbath school meetings has 
ever been, " The Qualifications of Superintendents and 
Teachers." 

These qualifications have often been placed so high 
and imposing that many of our most devoted and suc- 
cessful superintendents and teachers have shrunk back 
abashed and discouraged at the solemn array of respon- 
sibilities and duties of this work. These qualifications 
have been simply impracticable in the case of most 
teachers. None but theological professors could possi- 
bly attain to the standard presented. 

But we cannot have such professors for superinten- 
dents and teachers in all our Sabbath schools. And the 
only practical question in any given church or place 
where there is to be a school is, What can we do that 
will best promote the interests of the school with the 
materials we have ? Who is the best man among us 
for superintendent, and who are the best men and 
women among us for teachers? These selected, the 
next thing is, How can such best qualify themselves for 
their work ? We must remember that a large portion 
of them are engaged in daily employments that call for 
their undivided time and thought during most of the 

112 



SUPERINTENDENTS AND TEACHERS. 113 

hours of their week-clays. They have but little time, 
except on the Sabbath,, to prepare themselves for 
teaching. 

Fathers and mothers, who have some experience in 
the training of their own children, in learning the 
peculiarities of mind and the various temperaments of 
the young, and what is the best way to lead them into 
the paths of truth and piety, other things being equal, 
may be expected to make the best teachers in the Sab- 
bath school. But it is often the case that young Chris- 
tians have far better natural qualifications for this im- 
portant office than many older Christians, even parents. 
They are more apt to teach, have a special faculty of 
getting the attention and awakening the interest of the 
. young. They have not yet forgotten, as some older per- 
sons often seem to have done, that they were once chil- 
dren themselves. They can recall all the embarrass- 
ments and restraints they felt in their associations with 
older people; how they longed for something bright 
and cheerful connected with religious instruction. 

There may be some even, who are not Christians, 
whose moral tone of character is so high, who have 
such a love for children, such an aptness for communi- 
cating instruction, and such a magnetism in drawing 
the young to them, that they will be much more likely 
to benefit their pupils than some professors of religion 
who have none of these qualifications. 

Of course we should, ordinarily, make personal piety 
the first and the most important qualification in a 
teacher. But we must not forget that in many places, 
especially in the early days of this institution, there 
could be no successful Sabbath school if none but pro- 
fessors of religion were to be employed as teachers. 



114 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Having selected the best materials the church has for 
superintendent and teachers, then everything should be 
done that can be to impress them with the importance 
and solemnity of their office, and their need of earnest 
effort to qualify themselves, in the best manner possible, 
for their work, by reading such books and periodicals 
as they can obtain on the subject ; by the most careful 
study of the lesson; by a constant attendance of the 
teachers' meeting; by seeking the aid and advice of 
their pastor as they have opportunity, and by much 
prayer for the teaching and aid of the Holy Spirit. 

A superintendent, in 1829, was accustomed to devote 
a large share of his time to making preparation for his 
Sabbath labors in the school. He usually prepared a 
course of lectures, explaining, in a simple and interest- 
ing manner, the historical parts of the Bible, or the 
practical parts, connecting together the fragments of 
history or moral precepts in chronological or natural 
order. 

Another superintendent, about the same time, was 
accustomed to spend two whole days a week in prepar- 
ing for his school. But few persons, of course, can 
command their time in this way. And we must not 
expect it from the great body of superintendents and 
teachers. 

Some of the most successful superintendents and 
teachers ever connected with Sabbath schools, — those 
who have had the honor of leading the largest number 
of scholars to the Saviour, — have been those who, ap- 
parently, have had very small advantages for qualify- 
ing themselves for their work. They have been men 
and women whose daily employments have left them 
but little time during the week-days for this purpose ; 



SUPERINTENDENTS AND TEACHERS. 115 

but they have been persons of a plain and simple piety 
and of earnest prayer. They have been accustomed to 
study their lessons on their knees, and go from their 
closets as from the very presence-chamber of the Al- 
mighty to their schools and classes, and their faces 
almost shone with a heavenly radiance, as did the face 
of Moses when he came down from the Mount of God. 
They received their qualifications mainly from the 
teachings of the Holy Spirit. God was with ' them, 
and they taught under the divine guidance. Their 
great end was not merely to please and interest their 
pupils, but to secure their salvation. For this they 
labored earnestly in the class, and for this they daily 
prayed. And the fruit of their labor was a rich har- 
vest of souls. A teacher of a class of thirty-two 
scholars during six months in 1832 had the pleasure of 
seeing twenty-eight of those scholars make a public 
profession of religion. 

In a school, the same year, where only four were 
converted, three of them were from a class whose 
teacher resolved to "attempt great things." 

A teacher, more than thirty years ago, frequently 
rose before light, in the coldest winter weather, to pre- 
pare her heart for the responsible duties of the Sabbath 
school. In a short time she had evidence that five of 
her scholars had become reconciled to God. 

Another teacher, about the same time, labored for 
several months with strong confidence that she would 
see her whole class converted ; and some thirteen of 
them were soon after hopefully converted, and the re- 
maining one was an anxious inquirer. 

A scholar expressed a preference for Mr. as a 

teacher, " because," he said, "he always talks to his 



116 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

class till he cries." And this is one example out of 
many that might be given, to show that scholars gen- 
erally prefer faithful teachers, and that such, generally, 
rather than those who are using any special machinery, 
or introducing novelties, are the ones that interest their 
scholars and secure their conversion. 

A teacher for a long time had been unusually anx- 
ious for her class of six little girls. She urged them 
to attend a protracted meeting in a neighboring parish. 
On the third day she saw her superintendent, and, tak- 
ing him by the hand, while the tears of Christian joy 
were gushing from her eyes, she exclaimed, " Can you 
believe it? — all my class are rejoicing in hope ! " 

A teacher, in speaking of some hopeful appearances 
in a member of his class, said, " I shall not fail to bear 
him upon my mind in prayer in an especial manner ; " 
and- added, "If I can be instrumental in saving one 
soul from ruin, and preparing it for heaven, how abun- 
dantly shall I be rewarded for all the toil and effort I 
may make in such an enterprise." 

A teacher in Maine, in 1831, said : " One Sabbath 
morning I was engaged in the exercise of family wor- 
ship. As I came to pray for the Sabbath school, as I 
always do, the thought flashed upon my mind that I 
had not been faithful to my class. I became very 
much affected, and made confession of my wrong, and 
earnestly prayed that the Lord would forgive me, and 
help me henceforth to be faithful. I went to the Sab- 
bath school, and, after hearing my class recite their 
lesson, began to converse with them faithfully. To 
my astonishment, they were all melted into tears. Sev- 
eral of my scholars were hopefully converted." 

How many teachers have been astonished, and had 



SUPERINTENDENTS AND TEACHERS. 117 

their hearts made glad, by faithful labors among the 
members of their classes ! 

Mrs. R., in the same state, in the summer of 1833, 
feeling that a Sabbath school was much needed in her 
neighborhood, began to make inquiries about having 
one commenced. There had formerly been one, but 
the teachers did not find it convenient again to enlist 
in the work. 

She felt the delicacy of engaging alone ; but, after 
having sought wisdom and guidance from above, she 
ventured to commence a school. Sometimes her hus- 
band, sometimes her children, and sometimes other 
females gave their assistance. About forty children 
were brought under the influence of this school. 

She confined her lessons to the Bible, commencing 
with the gospel of John, and taking one chapter for a 
Sabbath, but requesting the scholars to commit only 
ten verses. She studied her lessons upon her knees, 
with Scott's " Notes and Observations," taking one di- 
vision each da}', till she had completed the chapter. At 
the school, — which was opened and closed with singing 
and prayer, — the scholars read the chapter, and she 
asked questions, and made such remarks as were 
deemed suitable. In relation to this exercise she 
remarked : — 

" Though this book has long seemed peculiarly interest- 
ing to me, yet I never discovered such beauty, such sub- 
limity, and such glory in it before. I hope my scholars 
made some progress in studying the Bible, but I really 
believe that I made far more than any of them. It seems 
to me as though I reaped all the good myself; for while I 
was waiting about the Temple, and sowing in tears, the 
Lord visited my own family in mercy, and drew, as it 



118 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

were, my own flesh and bones to himself. Our eldest son, 
then seventy miles distant, was awakened by the Holy 
Spirit, and led to turn his feet into the testimonies of the 
Lord, and to rejoice in God his Saviour. come, and 
rejoice with us." 

Twenty-five or thirty years ago, a class of fourteen 
young ladies was formed in a Sabbath school, and 
they were requested to select their teacher. They 
chose a lady about sixty years of age, who was herself 
a scholar in the school, as most of the members of the 
church were connected with it as scholars or teachers. 

For some time this lady declined to take charge of 
that class, on account of the great responsibility of 
such a position. Many of the sisters in the church 
urged her to become the teacher of that interesting 
class. At length she consented, on the promise of 
these sisters that they would unite with her in praying 
for the conversion of the thirteen impenitent members 
of the class. 

The plan of this teacher on assuming the charge of 
that class was, to select one member, for whom the 
pious scholar and these sisters in the church were to 
unite with her in praying. The very next Sabbath, 
that scholar was rejoicing in hope. She then chose 
another, and soon that one also was hopefully con- 
verted. She then informed the class what she was 
doing, when another member burst into tears, and ex- 
claimed, " Won't you choose me to pray for this week ? 
Do choose me." 

She did choose her, and in a few weeks she too was 
rejoicing in hope. In about three months, all the 
members of that class were hopefully converted. We 



SUPERINTENDENTS AND TEACHERS. 119 

have often related this incident, with the declaration 
that that teacher was our own dear mother. 

These are specimens of what was accomplished many 
years ago by a common class of teachers, whose prin- 
cipal preparation was simple prayer, thorough study, 
and deep earnestness for the salvation of those under 
their care. And they are very instructive to all the 
friends of this institution, and especially to teachers, at 
the present day. 

After these many years of careful observation, we 
feel that it is hardly possible to represent too strongly 
the responsibility that rests upon those who have the 
moral and religious instruction of the young. In some 
cases almost the whole of this training, and in many 
cases an important part of it, must be performed, if 
performed at all, by Sabbath school teachers ; and on 
them, therefore, rests a large share of this responsibil- 
ity. The more deeply teachers realize this solemn 
truth, of course, the more zealously and prayerfully 
will they engage in their work ; and constantly occur- 
ring facts show that the results of their labors are 
nearly in proportion to their prayerfulness and fidelity. 
If they engage in their work with proper zeal and de- 
pendence on God, they may be instrumental, in his 
hands, of spreading a Christian influence over the 
whole earth. 

That little ragged boy, who by the kind Christian 
teacher is brought under the influence of the Sabbath 
school, may prove a spiritual Samson to demolish the 
temple of many a Dagon. 

Most of the young who are hereafter to be converted 
will doubtless belong to this institution. Teachers are 
called upon, then, in their labors in this cause, to super- 



120 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

intend the early training of most of those who will 
hereafter constitute the sacramental host, and stand up 
the fearless champions for the Lord Jesus Christ. To 
their culture may be intrusted the budding intellect of 
an Edwards or a Payson, a Hannah More or a Mrs. 
Huntington. Yes, by their labors a single year they 
may give a turn and direction to some giant mind, 
which shall hereafter, like the Reformers, pour a flood 
of light upon the moral darkness and corruption of 
the world. 

These considerations have led many anxiously to 
ask, — 

WHAT IS TO BE THE CHARACTER OF OUR FUTURE 

CONVERTS ? 

The time of the world's conversion, it is believed, 
depends very much upon the character of the church ; 
and there can be no doubt that the character of the 
church, in ages to come, will be greatly modified by 
the training which her future members shall receive in 
the Sabbath school. 

To the hands of teachers, therefore, not only the 
character of the church, but also the period of the 
world's conversion, in a fearful manner, are intrusted. 
The piety of their scholars, if converted, will very 
much resemble their own. Thus we see one good and 
probable reason why the scholars of many teachers are 
not converted. If converted, they would be converted 
to the standard of piety, which they have been accus- 
tomed to see in their teachers. As Christians, they 
would resemble them ; and what would be the char- 
acter of a church, were it to be composed of such 
members ? When would the world be converted, were 



SUPERINTENDENTS AND TEACHERS. 121 

the great mass of children and youth in our Sabbath 
schools to become such Christians as many of their 
teachers are? 

This question is asked kindly, and with a strong 
desire that it may lead all of us who are engaged in 
the religious training of the young, solemnly to con- 
sider the character of our influence. Would it really 
be a blessing to the church and the world to have all 
the children and youth under our influence become just 
such Christians as we are ourselves ? If not, can we 
expect that God will convert them, to become a burden 
and a hinderance to his cause ? 

It is true that the only perfect and proper standard 
of Christian character is in the Bible ; and all ought to 
seek after a likeness to Christ, our only perfect pattern. 
But we must take the world as we find it. We are all, 
more or less, creatures of imitation, and are influenced, 
even in our views of Christian character and Christian 
duty, in no small measure by those around us, espe- 
cially by our superiors and instructors. 

We see, then, why some teachers, like those already 
referred to, are so much blessed in their labors for the 
conversion of their scholars. The great reason, so far 
as concerns human instrumentality, no doubt is, that 
those means which God is wont to bless in the con- 
version of souls are faithfully used, and that earnest, 
persevering prayer, which God is wont to answer, is 
offered. But another reason doubtless is, that God 
sees that the standard of piety exhibited by these 
teachers, to which their scholars will be likely to be 
converted, is such as will make their conversion a real 
blessing to his cause. 

It is not strange that the devoted Harlan Page was 



122 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

blessed in his labors for the salvation of souls. Were 
there such a standard of personal consecration to God 
seen in all our teachers as he exhibited, our Sabbath 
schools would become the spiritual birthplaces of thou- 
sands and thousands of precious youth. Then, no youth 
could be encouraged by the example of his teacher to 
think himself a Christian unless he were disposed and 
impelled to engage with all his heart and strength in 
personal labors for the salvation of others. What a 
moral power a church of two or three hundred mem- 
bers like Harlan Page would be able to wield against 
the kingdom of darkness ! Think of the power of the 
whole church of Christ on earth, were all her members 
like that eminent Christian! Through the instrumen- 
tality of such an almost omnipotent influence, how 
would the period of the world's conversion roll on, 
and draw nearer and nearer, like the fast rising light 
of the morning! 

THE ORPHAN'S PARENTS. 

What object can make a stronger appeal to a Chris- 
tian heart than a helpless orphan ? No Christian can 
think of the dangers and temptations to which such 
a child or youth will be exposed without deep emo- 
tions; without a prayer to the God of the fatherless 
that He will raise up friends and spiritual guardians 
for them. 

There are, no doubt, many orphan children con- 
nected with our Sabbath schools. Upon the teachers 
of such there rests a special and most solemn obliga- 
tion. They are, so far as relates to religious instruc- 
tion, to become these orphans' parents. For their souls, 
peculiarly, they are to watch as those that must give 



SUPERINTENDENTS AND TEACHERS. 123 

account. Perhaps there are no others that care for 
their souls ; certainly there are none who would be 
more likely to exercise a faithful guardianship over 
their spiritual, and, so far as possible, their temporal 
interests, than pious, faithful teachers. 

We once heard a father, one who feels a tender inter- 
est for orphan children, and wKo knows, by his own 
mournful experience, what it is to be left an orphan 
child, with orphan brothers and sisters looking up to 
him for protection, — we heard such a father say, "Were 
I to leave my children fatherless, I know of no one to 
whose care and guardianship I would intrust them 
sooner than to a faithful Sabbath school teacher." 

Such is the confidence many parents repose in faith- 
ful teachers. Such confidence, it may be, many parents 
now in heaven felt, when on their dying-bed, in those 
to whose instructions they were then leaving their 
fatherless and motherless children. 

Teachers, have you been faithful to those children ? 
Are you still worthy of that confidence ? O, forget not 
the hopes of those dying parents, and forget not your 
obligations to their orphan children ! If you are faith- 
ful and wise in training their children for heaven, with 
what blessings will those parents hail you when you 
finish your labors and enter upon your rest ! 

But, teachers, how much better than orphans, so far 
as respects their spiritual interests, are all those of your 
scholars whose parents care not for their souls? In- 
deed, it may be, in some instances, that their situation 
is even worse than that of orphans, inasmuch as parental 
example, and perhaps instruction, are obstructing their 
way to heaven and leading them on to ruin. For their 
souls, then, you must watch and pray. 



124 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

There ever have been large numbers of superinten- 
dents and teachers — and we gladly record the state- 
ment — who most deeply feel the importance of their 
wort. They are accustomed to look upon their schools 
and their classes — as all indeed should — as their little 
parishes ; and, like faithful pastors, they feel that they 
are watching for souls. They feel some of the same 
responsibility that a pastor does, to be constant and 
punctual in their attendance, and to come with thor- 
ough preparations for their work. They do not forget 
the disappointment a people would feel to have the 
pastor absent, or even tardy, or to have him come with 
no preparation for the pulpit. 

Those superintendents and teachers who are most suc- 
cessful in their work occupy as many spare moments as 
they can through the week in reading and study, with 
reference to their preparation for the Sabbath. They 
gather and study out in their minds all the illustrations 
they can to give variety and interest to their instruc- 
tions, and which will aid their pupils in understanding 
their lessons, and in feeling an interest in all the exer- 
cises of the school. 

Among the many reminiscences in regard to teachers 
that we have from time to time gathered up, the follow- 
ing, though fragmentary, may be interesting and in- 
structive to some : — 

PRAYING FOR A DEFINITE OBJECT. 

Mr. took charge of a class of young ladies, some 

of whom were professedly Christians. One day, after 
a solemn conversation with them, he inquired if any 
member of the class wished a particular remembrance 
in prayer that week. 



• SUPERINTENDENTS AND TEACHERS. 125 

He noticed one young lady, who had appeared quite 
serious during his remarks, struggling with the deep 
emotions which this inquiry awakened in her mind. 
He Jthen addressed her personally, and asked if she 
wished to be made the subject of special prayer. She 
answered in the affirmative. He then told her, that as 
many of the class as lived sufficiently near would meet 
that evening for prayer, and that they would bear her 
case especially on their hearts before God. 

The next Sabbath this scholar entered the class with 
a heart heavily burdened with a sense of sin, having 
found no peace in believing. The teacher talked faith- 
fully with her, and pointed her to the sinner's only 
friend and hope. At the close of the exercises he told 
her that they would again remember her case that even- 
ing in their class prayer-meeting. 

After the afternoon service, the minister requested 
several of the church, if they knew of any persons who 
were in an inquiring state of mind, to invite them to 
call at his house on the coming Thursday. On that 

day Mr. went to see this inquiring scholar, that 

he might learn the state of her mind and inform her of 
the request of her pastor. He had no sooner begun 
to converse, than he saw her eyes commence to beam. 
She could not repress the joy of her heart, and she 
frankly told her teacher what the Lord had done for 
her soul. 

" When did you begin to experience this change in 
your feelings?" inquired the teacher. 

"Last Sabbath evening," was the reply. 

"At what time ? " And it appeared that it was the 
very hour when her teacher and the pious members of 



126 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

her class were offering up their united prayers for her 
salvation. 

How strange it is that so many teachers, with all the 
encouragements held out to them in the word and prov- 
idence of God, take so little encouragement to pray ! 

This incident should encourage every teacher to pray 
- — to pray for a definite object ; namely, the salvation 
of particular individuals, and to enlist the united and 
the secret prayer of his pious scholars in the same 
object; and it should also encourage him to frequent 
personal conversation with each scholar, both in the 
class and at their homes. 

SCHOLARS EXPECT FAITHFULNESS. 

Teachers will rarely, if ever, alienate the affections 
of their scholars, or drive them from the school, by 
a kind, faithful, personal application of religious truth. 
Many facts have occurred which show that even impen- 
itent, thoughtless children respect and love those teach- 
ers best who are the most earnest in endeavors to save 
their souls. Some of the most thoughtless and giddy 
scholars have requested the privilege of leaving a 
teacher, who never did anything but hear the lesson 
and ask a few general questions, that they might join a 
class where the teacher was known to make direct ap- 
peals to the heart and conscience of each scholar. 

This might be illustrated by numerous facts. The 
following may be taken as a specimen : — 

Mr. E had a class of seven lads, about fourteen 

years of age. As none of them gave evidence of piety, 
their conversion became a special object of his daily 
desire and prayer, and of his faithful labors in the class. 
He was accustomed to converse with members individ- 



SUPERINTENDENTS AND TEACHERS. 127 

ually in regard to his salvation ; and all his instructions 
were highly practical and direct. 

So far from fearing that this course of faithfulness 
would offend his pupils and break up his class, he felt 
confident that this was the surest way to gain their 
attention and regard, and secure their willing and inter- 
ested attendance. And he felt, also, that their good 
and the glory of God demanded of him this faithful- 
ness. 

The class directly in front of Mr. E 's consisted of 

seven lads, of about the same age as his own. But the 
teacher seemed to have no just apprehension of the 
duties and responsibilities of his station. The exer- 
cises of his class consisted merely in asking and an- 
swering the questions of the lesson. No explanations 
or application of the truths it contained were ever 
given. 

One Sabbath this teacher was absent, and the super- 
intendent, after much reasoning and entreaty, persuaded 

Mr. E to leave his own class for one Sabbath, and 

supply the place of the absent teacher. 

Mr. E was aware that he was now with a class 

that had been accustomed to hear but little in regard to 
their salvation. Some might suppose that the direct, 
personal, faithful mode of address which he used to his 
own scholars would offend these. Mr. E might pos- 
sibly have feared it himself ; but he resolved that they 
should not go from a Sabbath school to the judgment- 
seat of Christ without at least one faithful, affectionate 
warning. And such he gave them, and with tears. 

The next Sabbath came, and such was the effect of 

these faithful instructions of Mr. E upon the minds 

of those seven boys, that they all wished to unite with 



128 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

his class. And so strong were their desires for this, 
that the superintendent and their teacher felt that they 

should be regarded. Mr. E accordingly received 

these seven lads into his own class, increasing the num- 
ber to fourteen promising youths. 

This occurrence imparted a new zeal and earnestness 
to the labors of Mr. E for the salvation of his inter- 
esting charge. From Sabbath to Sabbath their attention 
became more and more fixed, and a growing interest in 
the subject of personal religion more and more apparent. 
At length the tear of penitence and the anxious 
inquiry, "What must I do to be saved ? " showed that 
the Spirit of God was indeed present. 

In less than three months from the time these two 

classes were united, six of Mr. E 's original scholars, 

and all the new ones, thirteen out of fourteen, were 
hopefully converted. 

The first fifteen minutes of the concert, after the 
opening exercises, in one school, were devoted by all 
the teachers to personal conversation with the scholars 
of their respective classes, on the subject of their salva- 
tion. This was a season of great interest and solemnity. 
Stillness and attention reigned through the school. 
And the influence of this exercise was thought to be 
very salutary. 

No one, not even among the older scholars, manifested 
any unwillingness to engage in this exercise. And it 
is believed that few, if any scholars in any school would 
object to such an exercise if the teachers are wise and 
judicious in addressing them. Many scholars, no doubt, 
are longing for just such personal conversation with 
their teachers. 



SUPERINTENDENTS AND TEACHERS. 129 



EFFECT OF PERSEVERANCE. 

In the town of there was no Sabbath school ; the 

church had become very inefficient, and religion was 
languishing. This state of things excited the benevo- 
lent spirit of a young Christian female, Miss Smith. 
She resolved to attempt the establishment of a Sabbath 
school as the most hopeful effort she could make for the 
good of the people. 

A Mr. Page was keeping the district school ; and, 
though sceptical in his views, he was much beloved by 
his pupils. Miss Smith visited him, and explained her 
plan for a Sabbath school. She told him she had 
divided the district, one half of which she was going 
to canvass to see how many scholars could be secured, 
and she wished him to canvass the other half. He said 
he would not do it. Miss Smith then told him she 
would call on Friday and compare papers, and see 
which had obtained the most scholars. He again said 
that he could not engage in that work. 

On Friday this persevering female called, as she had 
promised, and informed Mr. Page that she had obtained 
the names of about thirty scholars ; and that she 
had told them all he was' going to superintend the 
school. He told her that he should not superintend the 
school, and that he had not visited the section she had 
assigned to him, and that he should not visit it. 

Miss Smith again left him, after having told him that 
she would call the next day and make arrangements 
for the school. 

The subject of this interview rested on the mind of 
the teacher through the night. In the morning he rose 
and said to himself, " I will not be outdone by a female." 
9 



130 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

He canvassed his district, and obtained twenty-five or 
thirty scholars, all of whom seemed pleased that he was 
to superintend the school. 

The school was organized the 1st of June. After 
two Sabbaths, Mr. Page became troubled about prayers 
in the school, and ashed Miss Smith what should be 
done. She told him he must pray himself. At length 
he succeeded in persuading a deacon to come into the 
school and pray. 

The mind of Mr. Page soon became deeply impressed 
with divine truth. On the 4th of July, which was the 
Sabbath, at an evening meeting he rose and addressed 
his associates in regard to a contemplated excursion the 
next day. He told them he could not go, and must not 
go, for he had a soul to take care of. The effect of his 
address was almost overwhelming ; and it was instru- 
mental in the conversion of eight or ten of his asso- 
ciates. A general revival of religion immediately 
began, of which some of the leading men of the town 
became subjects. 

Mr. Page soon became hopefully pious himself, and 
commenced study for the gospel ministry. At the 
academy, where he studied, he was instrumental by his 
personal labors with the students in the conversion 
of several. One of these the next winter engaged in 
school teaching, and was the means of a revival among 
his scholars. In a letter to Mr. Page, he said, " Had it 
not been for the conversation you had with me respect- 
ing my soul, I should have been spending this winter 
in pleasure and amusement, but now I am in the midst 
of a revival of religion." 

Mr. Page's piety was of no ordinary character. He 
often visited the sick and sorrowful, and was always 



SUPERINTENDENTS AND TEACHERS. 131 

received by the afflicted as a "son of consolation." 
His influence at the Theological Seminary, of which he 
was a member, was very salutary, till his last sickness 
and triumphant death. 

ANOTHER EXAMPLE. 

Mr. C began to attend the Sabbath school at the 

age of nineteen, in the year 1817. For three years he 
seldom, if ever, failed to get a lesson, although he was 
naturally so dull a scholar, that from two to ten verses 
a week were all he was able to commit to memory. 
Sometimes he used to say, "he did not know as it 
would do him any good to attend the Sabbath school, 
but he thought he would try to learn some of the 
Bible." 

In a revival in 1821 he became interested in religion. 
He now found the benefit of his toils in committing 
to memory every week a few verses of the Scriptures. 
He became a very active Christian, though he suffered 
great embarrassment from an uncommon share of 
diffidence. 

In the spring of 1822 he moved into another place, 
and set up business as a mechanic. He was the only 
pious young person in the place. There was no meet- 
ing, no meeting-house, and only a few professors of 
religion. 

His heart yearned over the young around him who 
were growing up without religious instruction. He 
remembered where he had been taught to study and- 
love the word of God. It was not long before he 
effected the establishment of a Sabbath school, of which 
he was the only teacher. At length he so far secured 
the cooperation of one professor as to persuade him to 



132 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

come into the school and pray. The school soon began 
to awaken, among some, a desire for religious meetings. 
This desire spread and deepened, till, in the autumn, it 
began to secure occasional preaching. Nor did it stop 
here. Arrangements began to be made for the erection 
of a house of worship. The next season, the house 
was completed, a minister of the gospel was settled, the 
rains and the dews of divine grace were bestowed, and 
a flourishing church was established. Most of the 
young men in the place were hopefully converted. 

We saw a letter from Mr. C , from which we 

gathered the following facts respecting his usual labors 
on the Sabbath. At eight o'clock in the morning he 
attended a Sabbath school, sometimes one, and some- 
times five miles from his home. At noon, he attended 
the school at the meeting-house. At three o'clock in 
the afternoon, he attended another school six miles 
distant. At five o'clock, another eight miles from his 
home ! These schools were the scenes of frequent re- 
vivals. Can any teacher, in view of this incident, say 
he has no influence ? Are there greater obstacles in 
the way of any one becoming eminently useful than 
were surmounted by Mr. C ? 

THE TEACHER'S HIRE. 

The parable of the householder, who hired laborers 
into his vineyard, is very encouraging to the faithful 
teacher. The great Householder says to every disciple, 
" Go thou also into the vineyard ; and whatsoever is 
right, that shall ye receive." And what a hire the 
earnest laborer is sure to receive ! 

See that little group of youths listening to the words 
of piety and affection as they fall from that devoted 



SUPERINTENDENTS AND TEACHERS. 133 

teacher's lips ! See, here and there the tear of pen- 
itence is silently stealing from eyes that never wept for 
sin before. Hear the half-stifled but earnest inquiry, 
" What must I do to be saved? " Hark ! Do you hear 
those seraphic strains? How they rise and swell! 
What a tide of joy rolls through all the plains of 
heaven ! It is the angels' song of rejoicing t>ver those 
new-born youths. Teacher, such is thy hire. 

See that little girl returning to her miserable home, 
and more miserable parents. Hear her telling them of 
the blessed Bible she now loves to study, and of the 
dear Saviour who is now precious to her soul. See her 
tears ; hear her tender expostulations. How affection- 
ately she entreats those parents to repent and learn to 
pray. Now she has fallen upon her knees, and her 
voice, half choked with sobs, is ascending in earnest 
prayer to God, who hears the young ravens when they 
cry. This is too much. Those eyes for the first time 
begin to weep over sin ; those hard and icy hearts now 
begin to warm and soften : they melt. Yes, her parents 
repent and are forgiven. How great the change ! That 
house, before the abode of wretchedness and woe, has 
become the dwelling-place of comfort and holy joy. It 
is a little Bethel, from which goes up the morning and 
evening incense, and where ascend and descend the 
angels of God. A holy influence emanates from that 
converted family ; it pervades the neighborhood ; and 
now, where seldom was heard the voice of prayer and 
praise till it fell from the lips of that little child, you 
may see the multitude assembling from Sabbath to 
Sabbath to engage in the worship of the sanctuary. 
Teacher, what a hire for the prayers and self-denying 
labors it cost you to establish and sustain a Sabbath 



134 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

school in that neglected neighborhood! Did you an- 
ticipate such a hire ? Did not the great Master of the 
vineyard more than fulfil his promise, " Whatsoever is 
right, that shalt thou receive " ? 

See that devoted youth, tearing himself from the 
embraces of his weeping parents and friends, and bid- 
ding farewell to the land of his birth and the scenes of 
his boyhood, to become the almoner of the bread and 
water of life to the perishing millions in the darkness 
of heathenism ! Look again. There he stands at the 
judgment-seat of Christ, encircled by a multitude of 
those whom he has led from darkness into light, who 
are to be his crown of rejoicing forever. Teacher, that 
missionary was once that profane and miserable youth 
whom you persuaded by your repeated and earnest 
solicitations to join your class in the Sabbath-school! 
Did you anticipate that you were then taking such a 
hold on the eternal destinies of multitudes who were 
sitting in the shades of death? O, did you look for 
such hire for your toil ? 

RESPONSIBLE FOR SOULS. 

A foreign missionary once said he believed we should 
be held responsible for the salvation of every soul that 
we could in any possible way have saved. This state- 
ment seems to accord with some very solemn words in 
the thirty-third chapter of the prophecy of Ezekiel, 
connected with the responsibility of watchmen. 

With this subject in mind, let us look at the fol- 
lowing narrative in relation to two Sabbath school 
teachers : — 

Susan was a member of the Sabbath school. She 
was favored with a very pious, devoted teacher, who 



SUPERINTENDENTS AND TEACHERS. 135 

always met her class not only with a lesson thoroughly 
prepared, but also with her own heart prepared and 
warmed by frequent visits to her closet and earnest 
intercessions for her pupils. Every scholar could see, 
by her every expression, that she had come from the 
very presence-chamber of the Almighty. 

She not only endeavored to communicate clearly and 
forcibly the truths contained in the lessons, but she 
sought every Sabbath to gain access to the hearts and 
consciences of her charge,* by inquiries, exhortations, 
warnings and entreaties, addressed to each one person- 
ally. She felt that she was set to watch for these souls 
as one that must give account. The salvation of the 
dear youth thus committed to her watch and care 
seemed to her an object of unutterable solemnity and 
importance ; and she labored as though their salvation 
might depend upon her fidelity. She was not satisfied 
with what she could do for them during one or two 
hours on the Sabbath and in her closet, but she often 
addressed them by letter, in the most solemn, affection- 
ate, and earnest manner, respecting the interests of 
their souls. 

Under the instructions of such a teacher, it is not 
strange that Susan became deeply anxious about her 
salvation, and that her parents began to cherish the 
fond hope that they would soon be able to exclaim, 
" This our child was dead, and is alive again ; and was 
lost, and is found." 

Soon after this the family of which Susan was a 
member moved to another community, where she came 
under the instruction of another teacher ; but O, how 
different from the one who had labored so earnestly for 
her spiritual good ! She was professedly a Christian, 



136 FIFTY YEARS WITH TEE SABBATH SCHOOLS. 

but she seemed to have no heart for her work, nor the 
faintest idea of its importance, her own responsibility 
in the case, or that, in any sense, she was to watch for 
the souls of her scholars. The possibility of benefiting 
them for eternity did not appear to have entered her 
mind. She was probably ignorant of their religious 
feelings, and did not suspect that one of them had been 
almost upon the very threshold of heaven. 

Susan, whose seriousness had been gradually dimin- 
ishing ever since she lost the faithful instructions of 
her former teacher, at length disclosed to her disap- 
pointed parents this astonishing fact, that her last 
teacher had never spoken a word to her respecting the 
concerns of her soul ! All she pretended to do, as a 
teacher, was merely to propound the questions as she 
found them in the book or on the lesson paper. 

We do not believe that the unfaithfulness of that 
teacher is any good excuse for Susan to continue an 
enemy to God, or that she will dare mention it as an 
excuse at the judgment ; but we do believe that this 
want of fidelity and watchfulness in regard to the souls 
of her pupils, if unrepented of, will be a subject of 
most bitter reflection for that teacher when she lies on 
her dying-bed. 

UNCONVERTED TEACHERS. 

The following incidents may help to answer the 
question whether it is ever right to employ teachers 
who are not Christians. 

Among the three hundred Sabbath schools oi^anized 
in Maine during our agency, two were in the town of 

W . The church in this place was almost extinct, 

being reduced to only one male, and a small number 
of female members. 



SUPERINTENDENTS AND TEACHERS. 137 

Under these circumstances, these two schools were 
established. In the one at the centre there was but one 
pious teacher. A lawyer," physician, hotel-keeper, and 
postmaster were among the male teachers. At the 
close of the fourth Sabbath, after the scholars had left, 
the hotel-keeper, with much emotion, said to the teach- 
ers, " I don't know what ails me lately ; I never felt so 
in my life. I find I am trying to teach these children 
what I do not understand myself, and it does seem to 
me there ought to be some one to pray in this Sabbath 
school." 

All the teachers, it seemed, were in much jbhe same 
state of mind, without knowing it of each other ; and 
the lawyer said to him, — 

" Won't you pray now ? " 

"No," said he, "I can't pray; I never did pray." 
But, being urged, he prayed. As he returned home, 
his wife, seeing that he was in trouble, inquired if he 
was sick. " Not in my body," said he ; " but I am sick 
in my soul. I find I am trying to teach children the 
way to Heaven when I do not know the way myself." 

That same week, he and his wife were both hope- 
fully converted. It was the commencement of an in- 
teresting work of grace, which brought all those teach- 
ers, and a large number of the scholars, and others, 
into the church. 

In the earlier days of Sabbath schools, the reports, 
like the above, of the conversion of teachers, were too 
numerous, and of a character too deeply interesting, to 
justify the decision, that teachers not experimentally 
acquainted with the truth should never be employed in 
Sabbath schools. If pious teachers, well qualified in 
other respects, can be obtained, they certainly should 



138 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

be in most cases. There are instances, however, when 
individuals of good moral character, and well fitted for 
the business in every respect, excepting that of personal 
piety, can be brought into the school only by appointing 
them to the office of teachers. It may not be so advan- 
tageous for the scholars, but there can be no more hope- 
ful place for an unconverted teacher. He must soon 
see how perfectly unqualified he is for one important 
part of his duty. How can he lead a child to Christ if 
he has never learned the way himself? And how can 
he withstand the inquiry which will often drop from the 
lips of some inquisitive child? 

Mr. , who has died in the triumph of the gospel, 

received his first impressions from his appointment to 
teach a class in the Sabbath school. The consideration 
that he was appointed to instruct others while destitute 
of religion himself was the means of his awakening. 

TEACHEBS' VISITS. 

Much is said of the importance of teachers visiting 
their scholars at their homes, and also visiting neglected 
families. The happy results of such visits among the 
neglected is favorably illustrated by the following inci- 
dent : — 

A female teacher, while laboring to obtain new scholars 
for the Sabbath school, visited a house in which there 
were two families, consisting of parents and children, 
and three other adult members. These families were 
extremely uncultivated and heathenish. The men had 
not attended religious worship for fourteen years, and 
none of the other members were in the habit of attend- 
ing. The teacher succeeded in getting two little girls, 
one of nine years of age and the other younger, to join the 



SUPERINTENDENTS AND TEACHERS. 139 

Sabbath school. After six weeks the oldest child was 
taken sick. Her sickness soon became very distressing 
and dangerous, and she requested her parents to send 
for her teacher. They complied with her request, and 
the teacher came, and talked and prayed with her. She 
became so much interested in the state of mind exhib- 
ited by her afflicted pupil that she often repeated her 
visits, and at length took other teachers with her that 
they might see the work of grace which she believed 
God was carrying on in the heart of this till recently 
neglected child. 

In about three weeks this dear child died, giving her 
teacher and Christian friends as good evidence as the 
circumstances of the case would admit that she died in 
the Lord. 

During the sickness of this departed one she often 
exhorted her parents and uncle to attend meeting on 
the Sabbath, and no more to take God's name in vain. 
Her exhortations reached their hearts, and the very 
next Sabbath after her death all the seven adults, with 
the remaining children of those two families, were found 
in the house of God, where they continued regularly to 
attend, and several of them became personally inter- 
ested in the subject of religion. 

Such are some of the happy results, through the 
blessing of God, of that teacher's visit to that neg- 
lected family. 

" They that be wise shall shine as the brightness of 
the firmament ; and they that turn many to righteous- 
ness, as the stars forever and ever." 

Many years ago we prepared two cards, as pocket 
companions for superintendents and teachers, with a 
brief statement of what seemed to us at that time, and 



140 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

what seems to us at the present time, some of the more 
important duties connected with their office, as fol- 
lows : — 

DUTIES OF THE SUPERINTENDENT. 

1. Punctuality, to a minute, in commencing the exer- 
cises at the appointed hour. Mr. R , for seven 

years, was never absent a Sabbath from his school, and 

seldom tardy a moment. Mr. C , for six years, was 

absent but once. 

2. In the opening and closing exercises, whether 
reading, singing, remarks, or prayer, be very brief. 

3. Have the utmost order and decorum through the 
whole school. 

4. Go from class to class with a word of instruction, 
advice, encouragement, or admonition, to scholars and 
teachers. 

5. The superintendent should make himself perfectly 
familiar with the lesson. 

6. He should become acquainted with the teachers, 
their characters, qualifications, fidelity, and methods of 
communicating instruction and illustrating truth. 

7. He must be a bright example to his teachers in 
familiarity, in impartiality of conduct, in love for his 
work, in piety, in zeal and holy earnestness for the sal- 
vation of the scholars. 

8. He should learn the names of the scholars, always 
meet them with exhibitions of affectionate interest, 
notice all absences, and the next Sabbath go round 
to each and learn the cause, and keep a record of 
everything encouraging or otherwise respecting each 
member of the school. 

9. Daily study ways and means, and weekly make 



SUPERINTENDENTS AND TEACHERS. 141 

thorough preparations, to give variety to the exercises 
and secure the highest interest and efficiency of the 

school. Mr. P used to devote two whole days, 

weekly, to these preparations. 

10. Devise plans to enlist the scholars in the cause of 
missions, temperance, and all the objects of benevolence. 

11. He should feel and manifest a deep interest in 
the teachers' meeting and the concert. 

12. A good superintendent will be eminently a per- 
son of prayer. 

DUTIES OF THE SABBATH SCHOOL TEACHER. 

1. Constant and strict punctual^. 

2. Thorough acquaintance with the lesson. 

3. Regular attendance on the teachers' meeting and 
the concert. 

4. Go from the closet to the class. 

5. In teaching, be familiar, affectionate, practical, seri- 
ous, earnest. 

6. Converse personally with each scholar respecting 
his soul. Merely asking the questions on the lesson 
will produce but little good. 

7. See that your instructions are enforced by your 
habitual life and conversation. 

8. Study the characters of your scholars, their tem- 
pers, habits, associations, &c, and adapt instruction 
accordingly. 

9. Visit the scholars at their homes, especially when 
they have been absent. 

10. Often look at the names on the back of this 
card,* and think of the Judgment. (See Dan. xii. 3. 
James v. 20.) 

* The teacher was directed to put the scholars' names on the back. 



142 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

11. Bear each scholar on your heart in daily, earnest 
prayer. 

12. Make their salvation the great object of all your 
instructions. 

13. Regard your office as second in importance to 
none, excepting that of the parent and the pastor. 

14. Cultivate a spirit of ardent piety, self-consecra- 
tion, and a constant dependence on God for success. 

Teacher ! Momentous consequences may result from 
your performance or neglect of these duties. Will you 
not pray over them daily? 

THAT CLASS OF BOYS. 

In 1847 we met that class of eleven boys, about eight 
or ten years of age, one Saturday evening at the house 
of their minister. The minister's wife was their Sab- 
bath school teacher. 

These boys were all bright and intelligent, and their 
countenances were never more radiant than when they 
met their teacher. They were very constant and punc- 
tual at school, with well-prepared lessons. That their 
lessons were thus prepared will not seem strange when 
we learn how and where most of the class study them. 

One Friday evening, about a year before, just as the 
teacher of this class was rejoicing at the arrival of some 
distant friend, she heard a knock at her door. On 
opening it, there stood two or three of the younger 
members of her class. 

" Well, boys," said she, " what books are those you 
have with you ? " 

" Our question books, ma'am," they answered. 

" Have you come to have me assist you in getting 
your lesson ? " 



SUPERINTENDENTS AND TEACHERS. 143 

"Yes, ma'am," said they, with animated counte- 
nances. 

"Well, I am very glad; but I have company just 
come in, so that I do not see as it will be possible for 
me to assist you this evening. Can't you come to-mor- 
row evening?" 

" Yes, ma'am, just as well,"" they replied. 

" Well, you come to-morrow evening, and I will then 
be very happy to aid you." 

As they turned to leave, the teacher saw one or two 
of her older scholars behind a tree, where they had 
been waiting to learn what reception the younger ones, 
whom they had sent before them, met with. 

The next evening some five or six of her class came, 
according to appointment ; and ever after that, through 
the autumn and winter, while the evenings were long, 
a portion of this class were in the habit of spending an 
hour Saturday evening with their teacher in the study 
of their lessons. 

The Saturday evening we spent with this family, five 
of these boys were punctually present at the appointed 
hour. So great was their interest in their Sabbath 
school and their teacher that one of these lads had 
come on foot two miles, and another three miles. 

The next day this class were in the sanctuary and 
the Sabbath school, giving the most careful and inter- 
ested attention to all that was said and done. 



TEACHEKS' MEETINGS. 

Teachers' meetings, for prayer and mutual study of 
the lesson, were established quite early in the history 
of Sabbath schools. 



144 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

The managers of the Maine Sabbath School Union, 
in their first annual Report, in 1827, say : — 

" Teachers should make special efforts to obtain a minute 
and extensive knowledge of their lesson, that they may 
impart it to their pupils. For this purpose they would do 
well to form themselves into a Bible class, and seek for the 
assistance of their minister, or, if that cannot be had, the 
help of their elder brethren and of pious commentators. 
They should thus anticipate every lesson. " 

In the early history of the Massachusetts Sabbath 
School Society, great importance was given to the 
teachers' meeting. It was regarded by many as a sort 
of thermometer of the state of a school. There was 
scarcely any one thing that the friends of this institu- 
tion insisted on with more urgency. 

In the Report of this society, in May, 1834, it was 
stated that returns had been received from one hundred 
and seventy-one schools, of which forty-nine reported 
teachers' meetings. 

A superintendent, in his report of his school more 
than thirty years ago, said : — 

" Here is a surprising question : ' Do you hold teachers' 
meetings ? ' How long do you think we should have a 
Sabbath school without a teachers' meeting for social 
prayer and mutual study of the lesson ? Yes, sir ; we 
have a teachers' meeting, and we should as soon think 
of putting to sea without a sheet-anchor as to attempt to 
conduct a Sabbath school without such a meeting. It 
must be hard work, indeed, to sustain any good degree of 
interest in a school, and presumptuous to expect the bless- 
ing of God, without such a meeting." 

The chief object of this meeting should not be to 
study the lesson — to relieve the teachers from faithful 



SUPERINTENDENTS AND TEACHERS. 145 

antecedent efforts on their own behalf. This should be 
done, so far as possible, at home, before the meeting ; 
then they should come together at this meeting as a 
class for mutual instruction, under the pastor or super- 
intendent, and go over the lesson, comparing their 
views, freely making inquiries, solving any difficulties 
they may have met with, giving illustrations, and thus 
acquiring, by this mutual consultation, a more correct 
and thorough understanding of the lesson, and treasur- 
ing up all that is important for use in the instruction 
of their respective classes. Then, if they have any 
aptitude to teach, they will be able to interest and 
benefit their scholars. Even teachers of only moderate 
abilities and limited education, with this aid for every 
lesson, may become very useful in the work. 

One of the most interesting and spirited teachers' 
meetings we ever attended was w^here the lesson had 
been thoroughly studied at home. There were no 
books present but the question book, and a few others 
for reference in the hands of the superintendent. Every 
teacher answered the questions from memory, as every 
scholar in the school should be required to do ; and all 
entered enthusiastically into the work of unfolding and 
elucidating the meaning of every verse. Such a prep- 
aration of the lesson would, of course, be observed and 
felt by every scholar on the Sabbath. Even children 
are quick to discover any w^ant of preparation on the 
part of the teacher. 

One important influence of the teachers' meeting is 
that uniformity of instruction is secured. A boy twelve 
years of age once wrote an anonymous communication 
to be read at the Sabbath school concert, on the impor- 
tance of the teachers' meeting ; and he illustrated the 
10 



146 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

subject by the fact that he heard three teachers, his own, 
and the one behind him and the one before him, give 
each a different answer to the same question ; and he 
thought they ought to meet together to harmonize their 
views. In another school the question was as to the 
length of time between the selling of Joseph into 
Egypt and his standing before Pharaoh. Some teach- 
ers gave one answer, the superintendent at the close of 
the school gave a different one, and the pastor, coming 
in at the time, gave still another. 

Without consultation on the lesson there must be 
much diversity of opinion, and all that diversity will 
go to the classes, and who can foretell the evils that 
may follow ? If the teachers disagree, the scholars will 
also disagree, and be led into doubt and scepticism. 
But where this meeting is properly maintained, there is 
such a harmony in the interpretation of the doctrines 
and precepts of the Bible that the scholars of different 
classes, when thej^ converse together on the subject, 
will all understand it alike, and have no ground of 
dispute. 

Among other advantages of the teachers' meetings, 
they are eminently suited to unite teachers in Christian 
love, and to encourage and stimulate them to persevere 
in their labors. 



IX. 



RELIGIOUS INFLUENCE OP THE SABBxlTH 
SCHOOL. 

Sabbath schools, almost from their establishment 
in our country, have been more or less directly instru- 
mental in at least promoting the conversion of souls, 
especially among the young. There is scarcely any 
portion of the land where there are not more or less 
ready to rise up and call this institution " Blessed," and 
to acknowledge it, with heartfelt gratitude, as the in- 
strument in promoting their salvation. 

Revivals have been intimately connected with Sab- 
bath schools ; frequently they have originated in them, 
and sometimes they have been confined almost exclu- 
sively within their limits. This sacred inclosure, un- 
der the influence of the showers of divine grace, has 
often appeared verdant as the garden of God, in the 
midst of surrounding drought and sterility. From fifty 
to over one hundred members of a single school, in a 
single season, have been hopefully converted. A large 
portion of all the accessions to our churches, from year 
to year, have been from among those who are con- 
nected with the Sabbath school. 

It has become a common thing, in the report on the 
state of religion, in all our conferences and associations, 
to hear it said, that most of the conversions have been 

147 



148 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

among the young, and especially among those connected 
with the Sabbath school. Pastors very generally re- 
gard the members of the Sabbath school as the most 
hopeful part of their people, in regard to their own 
labors. 

But it should not be supposed that all who are con- 
verted in the Sabbath school are converted through the 
instrumentality of this institution alone. A great 
variety of influences — parental, where there is right 
parental instruction, the preaching of the gospel, &c, 
— have no doubt usually been connected with the in- 
fluence of this institution, in these conversions. All 
we need to say in relation to this subject is, that those 
who are engaged in the study of the Bible in the Sab- 
bath school are much more likely to be converted, 
through the combined good influences that are brought 
to bear upon them, than any other class of persons. 
There is usually more truth in the minds of such, on 
which the Spirit of God can operate, and they seem 
more directly within the sphere of the Spirit's in- 
fluence. This qualification we should ever be ready to 
make, so as not to overlook the divinely appointed in- 
stitutions of the family and the ministry. 

But, with the* above qualification, all that is claimed 
for the institution of Sabbath schools in the conversion 
of men, and especially of the young, is no doubt true. 
It is filling heaven with joy and earth with rejoicing. 
Multitudes of youth, more or less directly through this 
influence, have learned their way to the New Jerusa- 
lem, and other multitudes are fast treading in their 
footsteps. 

The whole history of the past is an encouragement 
to all who labor in this institution. 



RELIGIOUS INFLUENCE. 149 

EARLY CONVERSIONS. 

Numerous well authenticated facts have compelled 
many to believe that there may be such a thing as the 
conversion of a little child. The providence of God 
has, within the past half century, effected a great 
change on this subject. Pastors have acknowledged 
that, when they used to urge their teachers to labor for 
the speedy conversion of little children, they did not 
mean such little ones as have since evidently been con- 
verted in their Sabbath schools. But even now, though 
many Christians profess to believe that young children 
may be converted, still few make vigorous, consistent 
efforts to secure the blessing. 

The conversion of a young child generally awakens 
in the church but little interest, compared with the 
same change in a man of forty. And yet the child, if 
destined to move in the same sphere, will probably 
accomplish many times more for the redemption of the 
world, before he arrives at the meridian of life, than 
the man will ever be able to effect. But when the 
child has numbered the years of the man, how widely 
will his enjoyment and influence differ from what they 
must have been had he lived to this period unreconciled 
to God, and he now been compelled to expend his best 
energies in eradicating the evil associations and habits 
he had previously cherished. Many spend the best 
portion of their days in nourishing those appetites and 
passions which are at open war with every Christian 
excellence ! 

The opinion that early conversion is impracticable is 
very pernicious in its influence. It pervades the minds 
of parents, teachers, and children. It prevents the 



150 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

teacher and the parents from praying and laboring as 
they ought for the conversion of children. It is very 
pernicious in its influence on the young. They look at 
their parents, and say, " My father and mother did not 
become pious while young ; it is only a few years since 
they united with the people of God. What, then, if 
we do not become pious now? We undoubtedly shall 
when we are as old as our parents were when they 
turned to God." This opinion bars the hearts of the 
rising generation from immediate repentance, quiets 
their fears, and urges them on in a course of impen- 
itence. 

All well know that there is no period of our ex- 
istence when we are so susceptible of religious impres- 
sions as in childhood. Tender anxieties are felt for the 
young, and prayer is offered which, in the case of 
many at least, fails not in any day of life. Moreover, 
the church is in constant contact with these tender and 
susceptible minds. She needs not to stretch her hands 
across an ocean or a continent to reach them. They 
are nigh her, in her very bosom. And all the hallowed 
influence she ought to have upon them can be exerted 
all the while. Not in the sanctuary and Sabbath school 
only does this contact exist, but in the nursery, in the 
domestic circle, in the varied forms of social inter- 
course. The almost infinitely varied and attractive 
forms in which divine truth is prepared for the youth- 
ful mind increases the facilities of their conversion ; 
and more than all, the blessing of God, which is multi- 
plying greatly, among children and youth, the subjects 
of his holy kingdom. In view of all this, is it not 
true that there are great encouragements to labor for 
the salvation of the young ? 



RELIGIOUS INFLUENCE. 151 

It is well known, too, that the influence of every 
day's continuance in sin is to remove the soul farther 
and farther from God and salvation. t Who has not 
seen the inveteracy of those habits which are formed 
by protracted impenitence ? Who does not know that 
sin long indulged encases the soul as with a shield of 
brass ? Look at the man who has grown old in forget- 
fulness of God and the violation of all his commands ; 
see the shafts of truth all broken at his feet! Do :^ot 
the comparative prospects of success, as well as the 
interests of the church and the world, call upon us to 
devote a larger amount of labor for the conversion of 
the young? And then, how much easier it is for a 
little child to surrender himself to the Saviour, than 
for the man of years — of cares, and of many sins — 
to become " as a little child." 

The interest on the subject of the conversion of chil- 
dren has greatly increased since the establishment of 
Sabbath schools. 

Said a pastor in 1842, in communicating the fact 
that forty-six of the members pi the Sabbath school 
had been hopefully converted within a few months, 
" Our deacons and church committee are much tried 
and perplexed to know what to do with so many young 
Christians." 

This subject certainly requires great wisdom and 
good judgment. The proper course to be pursued, in 
reference to pious children, depends very much on 
their previous instruction, their maturity of character, 
and the various circumstances by which they are sur- 
rounded. Some children of seven, and even younger, 
are much older in knowledge, stability of character, 
and in all their intellectual, moral, and religious devel- 



152 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

opments, than others of fifteen. Now it would not be 
judicious to pursue the same course with both these 
classes of children. As a general remark, however, it 
may be said, that in the case of all children there should 
be a suitable season of probation, in which they are to 
be carefully and faithfully instructed in the truths of 
the gospel, and in what is implied in making a public 
profession of religion: Nothing can be more unhappy 
and dangerous in its influence upon them than the 
course often pursued, of leaving them six months or a 
year, or several years, unguarded and uninstructed, as 
a trial of their religious principles. Scarcely less wise 
or less fatal would it be to leave a new-born infant 
without protection and nourishment, as a test of its 
constitution. No wonder that many of them, by de- 
grees, lose their serious impressions. 

As soon as a child or youth begins to exhibit serious- 
ness on the subject of religion, he should at once — 
especially if not favored with pious, judicious par- 
ents — receive the particular care of the pastor and 
the church. Such an one requires far more care and 
attention than an adult. There is more danger that 
his seriousness may be the result of sympathy, or ex- 
citement, or a desire to be like others. 

After a suitable season for instruction, and proper 
evidence of piety, children, of whatever age, should be 
admitted to the church, to enjoy all the privileges of 
the disciples of the Lord Jesus Christ. No child, how- 
ever young, that gives evidence of repentance for sin 
and love to the Saviour, should be denied the privilege 
of obeying the command of the Saviour, " Do this in 
remembrance of me." Such may indeed be, as one 
has said, " like the early, small stars of evening, very 



RELIGIOUS INFLUENCE. 153 

small ; " but if they have been faithfully instructed, 
they will also be, like them, " pure, and bright, and 
beautiful. And they will hold on their way gloriously." 

Some pastors have classes of converts to which they 
admit persons of any age as soon as converted. These 
classes they meet, at regular periods, for instruction 
and prayer, and in communion seasons have them sit 
by themselves, near the communicants. The influence 
of this course is found to be, in all respects, salutary. 

The late Rev. Dr. Bardwell, of Holden, in August, 
1830, thus wrote : — 

11 Since the 1st of February, of the present year, one hun- 
dred and sixty-one persons have been admitted to this church, 
most of whom have generally attended my Bible class in- 
struction for the last six years, and nearly sixty of them 
have been members of the Sabbath school. I have a class 
of twenty children, all of whom are members of the Sabbath 
school, who are cherishing the hope that they have pas'sed 
from death unto life. These children are from eight to 
fourteen years of age. The object of bringing them into 
a class has reference to their making a profession of reli- 
gion. I meet them once in two months for the purpose of 
making personal inquiries concerning their religious feel- 
ings, and imparting to them such instruction concerning 
the doctrines and duties of religion as may enable them to 
act understandingly in uniting with the church. Of most 
of these children we think there is evidence of piety. 
Four or five of them have already been admitted to the 
church ; others will probably be admitted, from time to 
time, as may be thought expedient. Some of these chil- 
dren have shown a maturity of mind on religious subjects 
which is peculiarly pleasing, and affords great encourage- 
ment to parental and Sabbath school instruction." 



154 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

In the revival with which the church in W was 

blessed, the last part of 1835 and the early part of 1836, 
great interest was manifested among the young. There 
was organized a class, called ' the class of probationers,' 
of thirty children under fourteen years of age, who had 
sought the Lord early, and who hoped they had found 
him, according to his gracious promise. They were 
enjoying the special watch and care of the pastor and 
the church, and were receiving instruction, preparatory 
to a public profession of their faith in Christ. 

In a Sabbath school in Massachusetts, in 1845, it was 
reported that ninety-five scholars had been hopefully 
converted, and, in addition, that there were thirty chil- 
dren, between the ages of five and eleven, who had 
expressed some hope that they had become Christ's 
lambs. 

In a class of twelve boys, of from eleven to fourteen, 
nine were hopefully converted. 

In a school in which large numbers were converted, 
it was said that some of the children gave* striking evi- 
dence of conversion, and discover much knowledge of 
divine things. Among the large number to be ad- 
mitted to the church, were some children of twelve or 
fourteen. 

A little girl of seven wished to unite with the 
church, but some thought she was too young. One 
day she came to her mother, the tears running down 
her cheeks, and said, " Mother, some one said I was too 
young — too little — to join the church. I didn't 
know it was the blood, and the flesh, and the bones 
that made a Christian; I thought it was the heart." 
With this answer, which seemed to indicate that she 
understood herself, she was admitted to the church. 



RELIGIOUS INFLUENCE. 155 

Two years after, the pastor said that there was no 
member of his church who walked more correctly, or 
who had made more progress in the divine life, than 
that little girl of seven years. 

A few 3'ears ago, a little girl five years of age was led 
to love the Saviour. She was greatly distressed to think 
she had lived so many years without loving him. 
When she was about six years old, she went to her 
minister, — then one of the most judicious and excel- 
lent pastors in New Hampshire, — and expressed her 
wish to confess Christ by uniting with the church. 

The venerable man received her with great tender- 
ness, and listened with deep interest to her request, but 
then kindly suggested that she was very young yet to 
think of uniting with the church. She at once replied 
that Jesus says, " Suffer the little children to come unto 
me, and forbid them not" 

The good shepherd felt the force of her reply, and 
immediately answered, " I have nothing more to say." 
And in due time this lamb of the flock was admitted 
to the fold. For several years she honored her profes- 
sion by a lovely, Christian walk, when the Great Shep- 
herd took her to the fold on high. 

And why should not the lamb — the younger and the 
feebler all the more so — be in the fold ? If we have 
the evidence of true love to God, why should the age 
have anything to do with the question of church-mem- 
bership ? Why should converted children be told that 
they had better wait four or five years and see if they 
continue to be interested? What becomes of those 
adults who wait four or five years after their hopeful 
conversion, to see if — by disobedience to the command 
of Christ to confess him before men, and " do this in 



156 FIFTY YEARS WITH THE SABBATH SCHOOLS, 

remembrance of me," — they can get clearer evidence 
that they are truly his disciples ? Do they ever con- 
fess him? 

A mother, in a letter to the writer, says: — 

" Twenty years ago, I was at a public meeting with my 
little daughter, who was hoping she was a Christian, and 
was very anxious to unite with the church, but her ex- 
treme youth was urged as an objection. The subject of 
admitting young children to the church was the topic of 
discussion at this meeting. You advocated their admis- 
sion where there was decided evidence of piety, and after 
suitable instruction. On our return, my little girl said to 
me, with a glowing countenance, and an earnest tone of 
voice, ' Now, mother, may I not unite with the church ? 9 
I answered that we would see what our minister said about 
it. On presenting the subject to him, he at once decided 
that she was too young for such an important step, and 
that she must wait some years, and see if her interest in 
the subject of religion continued. 

" She was greatly disappointed and grieved at this de- 
cision. Ever since — now twenty years — she has cher- 
ished a hope that she is a Christian, but she has never so 
far recovered from the shock of that early disappointment 
as to feel that she could make a public profession of her 
faith, and she probably never will. All these early aspira- 
tions to be united with the people of God seem to have 
been crushed, and she became discouraged, and lost her 
confidence that she was worthy to be a member of the 
church of Christ. " 

How sad is this history ! And it is only a specimen 
of many, many similar cases. 

After a most careful observation and extensive in- 
quiry, for the forty-five years of our public Sabbath 



RELIGIOUS INFLUENCE. 157 

school labors, we hesitate not to affirm that a much 
smaller proportion of children who unite with the 
church dishonor their profession than of adults. 

Rev. Mr. Spurgeon gives a most remarkable testi- 
mony in regard to this subject, and confirmatory of the 
above statement. He says that out of more than two 
thousand children that he had admitted to his church,- 
he had not been obliged to exclude a single one ! 
Would not the Saviour say, in regard to the admission 
of the smallest children in whom there is evidence of 
real love to him, to his church, " Suffer little children, 
and forbid them not to come unto me " ? And will he 
not be much displeased when his ministers and churches 
forbid them thus to come ? How solemn his words to 
those who should offend one of these little ones that 
believe in him ! 



X. 

THE LIBRARY. 

Very early in the history of Sabbath schools, when 
there were comparatively few books published for the 
young, a library was regarded as almost indispensable 
to the existence of a school. 'And even now, when 
Sabbath school and tract societies, and many private 
publishing houses, have flooded the country with juve- 
nile literature, a library is generally regarded as essen- 
tial to a prosperous school. 

In 1827, the annual Report of the Maine Sabbath 
School Union speaks of it as a subject of congratula- 
tion . that Sabbath school libraries were becoming so 
generally popular. "We consider them," says this Re- 
port, " among the most interesting and useful means of 
religious instruction now employed ; and probably, as a 
stimulus to induce the poor classes of children to come 
to the schools and to continue in them, they will be 
more powerful than anything else. 

u And, further, as the children become interested in 
this kind of reading, it will, in many instances, extend 
its happy influence to the parents. Parents not given 
to religious reading are not unfrequently induced to 
read the books which the children carry home. 

" Special care should be taken that no books profess- 
ing to be religious should have a place in a library for 

158 



THE LIBRARY. 159 



children which contain any sentiments adverse to pure 
Christianity." 

A superintendent, more than thirty years ago, 
wrote : — 

" We have a well-selected library of eleven hundred vol- 
umes ; and we consider a good library as essential, under 
God, to the prosperity of the Sabbath school as any other 
means which can be employed. Our scholars are great 
readers; and, by having books of the best kind to read 
during the week, their minds are imbued with the sublime 
truths of the Bible, their understandings are enlightened, 
their reasoning powers are invigorated, their perceptibili- 
ties are quickened, and their hearts become susceptible. 
Nor is this all ; the parents of the scholars, many of whom 
are not pious, read the books their children bring home, 
and are thereby brought under the influence of truth, and 
are often led to serious reflection in reference to death, 
judgment, and eternity. Very much might be said respect- 
ing the advantages of a- well-selected library in a Sabbath 
school. It would be very difficult to estimate the amount 
of good, real and prospective, which we owe, under God, . 
to the library connected with our Sabbath school. A Sab- 
bath school without a library must present a very dreary 
aspect." 

Another superintendent says : — 

u We have found our library, which contains about one 
hundred and eighty volumes, a main-spring in our school. 
While it stimulated to exertion, it became a teacher of 
religion by examples. Next to the Sabbath school institu- 
tion as a blessing to our land, a library is the happiest 
thought. This noiseless teacher among us -has found its 
way to many abodes of the honest yet uninformed, and 
has been efficacious in dispelling a cloud of errors and 



160 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

prejudices that has been collecting for years. It has 
taught, in some. degree, that ignorance is not a necessary 
concomitant of religion." 

Says another superintendent : ■ — 

" We have a library of six hundred volumes. The 
books are well selected, and contain, much information and 
instruction on all matters of religious interest. We can- 
not help comparing the condition of members of Sabbath 
schools now, with the Christians and young people of 
former days, in the matter of information. Some, now in 
our Sabbath schools, can remember the time when there 
were no books of religious instruction fitted for the youth- 
ful mind. The only reading for children was fairy tales. 
And even older Christians had but few of those written 
helps which at the present time are so abundant. Chil- 
dren's books, making plain the doctrines of the gospel and 
clear and practical the duties of life, memoirs of pious 
men, histories of missions, &c, are, or may be, in every 
house. If knowledge is power, then we see an engine of 
great power in the Sabbath school library. We feel confi- 
dent that it has already been of incalculable advantage, 
both to the teachers and scholars, and I may also add, 
with emphasis, in many cases to parents. The books from 
our library are sent out weekly to the number of more than 
two hundred to preach the gospel in many places where it 
would be difficult for the minister or lay Christian to find 
access. We would not silence the tongue of one of these 
little, yet eloquent, pleaders for 'whatsoever things are 
true, whatsoever things are honest, whatsoever things are 
just, whatsoever things are pure, whatsoever things are 
lovely, whatsoever things are of good report,' and for all 
that is virtuous and praiseworthy. No ; we would rather 
increase their number yearly an hundred-fold. We would 
thus unloose and put in requisition, weekly, one or more of 



THE LIBRARY. 161 



these unpretending" yet powerful helpers in the formation 
of the character of the young ; yea, these messengers of 
God, that have already been a blessing to many an impeni- 
tent parent's conscience and heart." 

Says another superintendent : — 

" We have experienced signal advantages from our Sab- 
bath school library. It has furnished a powerful induce- 
ment to faithful attendance on the school. And, what we 
esteem of special importance, it has excited among the 
youth generally a taste for reading, especially of religious 
books. More books of this class are now read among 
them than of any other." 

The first library of the Sabbath school in Framing- 
ham, which was established in 1816, was bought in 
1821. A small sum of money was raised by personal 
solicitation from the leading church-members and others, 
and a selection made from the comparatively limited 
number of children's books then published. The library 
was composed of small books, mostly in paper covers, 
some of which might properly be called tracts. The 
following list is a sample : " Shepherd of Salisbury 
Plain ; " " Gooseberry Bush ; " " Worlds Displayed ; " 
" Pleasures of Piety in Youth ; " " Little Henry and 
his Bearer ; " " New Testament Stories ; " " The Rob- 
bers Daughter;" " The Two Lambs;" "Alfred and 
Galba ; " " Hymns for Infant Minds." 

This small library of small books was yet a matter 
of great consequence to the school. It was a good col- 
lection for those days. The books were mostly new to 
children, and they were of an interesting character. 

In 1819, the pastor of the First Church in Cam- 
bridge, stated the object of the Sabbath school, which 
11 



162 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

was organized four years before, to the congregation, 
and a collection was afterwards taken to purchase small 
books to be distributed among the children, as an en- 
couragement for punctual attendance, correct lessons, 
and good behavior. In 1827, books and tracts were 
collected by subscription for a juvenile library. A 
board of trustees was chosen, with the pastor at the 
head. He was also chosen librarian. In July, 1831, 
the trustees were authorized to make selections from 
the library to form a Sabbath school library for the 
Shepard Congregational Society ; and in 1835 both of 
the libraries were brought together under the name of 
" Juvenile and Shepard Sabbath School Library." * 

After the reorganization of the school in 1831, the 
library comprised two hundred and five volumes, and it 
became an important means of keeping up an interest 
in the school, and drawing in pupils.f 

The library of the First Parish Sabbath school, in 
Charlestown, which was organized in 1816, was estab- 
lished in 1826, and comprised three hundred and thirty 
volumes, and was increased the next year to five hun- 
dred and fifty. % 

A writer in the " Sabbath School Visitant," in 1829, 
said : — 

" I began to make some calculations about the amount 
of reading which is produced in our country by means of 
Sabbath school libraries. I thought probably there were 
three thousand copies of each library book in circulation ; 
each copy is read annually by two hundred persons. Then 

* History of the First Church in Cambridge, pp. 180, 181. 
f History of First Sabbath School in Framingham, pp. 35, 69. 
% Semi-centennial Celebration of the First Parish Sabbath School, Charles- 
town, p. 62. 



THE LIBRARY, 163 



multiply three thousand by two hundred, gives, in Amer- 
ica, six hundred thousand persons who read a book annu- 
ally. These six hundred thousand persons read not only one 
book, but probably fifty-two each, and some more. What 
a channel is this, thought I, for the dissemination of useful 
knowledge. 0, who would be such a monster as to oppose 
an institution that promises such benefits to our country ! 

" While these thoughts were passing, I fell asleep, and 
dreamed that there was a Sabbath school union in every 
state and in every county of our country, and an associa- 
tion in every township ; and that every township had 
a Sabbath school in every religious society ; and that every 
school had a library of useful books ; that instead of three 
thousand there were twenty thousand libraries, and each 
book read by four hundred individuals, which would make 
each kind read by eight millions annually. When I thought 
of this, my country seemed to rise in peace, waving in 
perennial greenness, and presenting to the world a scene 
of prophetic millennial glory. " 

Although it has, for half a century, been almost uni- 
versally considered indispensable, in a well organized 
Sabbath school, to have a library of carefully selected 
books, yet there has been no department of this insti- 
tution where there has been so much difficulty in find- 
ing out the best way of managing it. 

The great desideratum has been, how to distribute the 
books with the least interference with the exercises of 
the classes. The plans adopted have been very numer- 
ous. In some cases the scholars have all gone to the 
library before the school is opened, or at the close, each 
to exchange his book ; in others, different classes, one 
or more at a time, through the whole session of the 
school, have gone up for this purpose ; in others, the 
librarians have gone round, with armfuls of books, to 



164 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

the classes, interrupting the recitations of each class, 
while the scholars selected their books ; in some cases 
the library books have been exchanged on a week-day, 
but this has been inconvenient to those who live at a 
distance. Many inconveniences have been found in 
connection with all these and many other plans that 
have been adopted. 

The Sabbath School and Bible Class Association in 
the Theological Seminary at Andover, in 1830, took up 
this subject of the management of the library, with 
much earnestness. The students generally were re- 
quested, during their vacation, to visit all the Sabbath 
schools they could, and ascertain the manner in which 
the libraries were conducted, and be prepared, on their 
return, to give a careful report. 

The next term, the association appointed a committee 
to examine these reports and make out from them what 
they might consider the best mode of conducting a 
Sabbath school library. At another meeting of the 
association the committee reported, in substance, the 
following plan : — 

All the classes in a given school must have the same 
number of scholars, say six, and be arranged according 
to their numbers, one, two, three, &c. 

Each class was to be supplied with its six books, 
which they were to exchange among themselves for six 
weeks. At the end of six weeks each class was to pass 
its six books to the next class ; that is, number one was 
to pass its books to number two, number two to number 
three, and so on through the school. 

This was reported by the committee as being the 
nearest perfect of any plan they could contrive. In 
this plan there would be very little for the librarian to 



THE LIBRARY, 165 



do. There would be no change of books except in the 
different classes, and that only once in six weeks ; and 
then it would take but a minute or two, at the opening 
or at the close of the school, for the classes to pass on 
their books. This would avoid all noise and all inter- 
ference with the recitations of the various classes. 

The committee also suggested that it might be well 
for the library to contain six copies of each 'book, so 
that all the members of a given class would read the 
same book the same week, and then change them every 
Sabbath. 

In the discussion that took place in considering this 
report, it was interesting to see how soon this perfect 
plan of the committee went to pieces. To begin w^ith, 
all the members of some of the classes might not be 
present on the Sabbath this plan was adopted, so that 
some classes might not have more than three or four 
books to pass to the next class ; or such a thing might 
happen that some members of some of the classes might, 
now and then, be absent, or might forget to bring their 
books, and then the same difficulty would arise. 

To this it was replied that the librarian must be pre- 
pared to meet this difficulty by having a certain number 
of extra books to take the place of those that were absent. 

But it was concluded that it would not be long be- 
fore, by the absence of scholars or of their books, the 
whole beautiful plan would be broken up. 

Then, again, it was suggested that, by this plan, the 
larger and the smaller scholars would have the same 
class of books, without regard to which ones would be 
appropriate to their age and capacity. And so the plan 
reported by the committee was not recommended to the 
schools. 



166 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

For many years past, most of our schools have 
adopted the plan, as, on the whole, the best that has 
yet been devised, of " library cards and numbers." 
Catalogues are furnished to all the families in which 
there are scholars in the school ; each scholar has a 
card on which he writes the titles of several books, 
either of which is desired. These cards, with the 
names of the scholars, are placed in the books of a 
given class, and all returned to the librarian, who 
replaces these books with those desired, and leaves 
them with the teacher of that class, to distribute 
at the close of the school. The books and the scholars 
are all numbered; and the librarian keeps his record 
of the books by means of numbers corresponding to 
the numbers of the scholars, on small tin or pasteboard 
labels, which are placed on hooks by the numbers 
corresponding with the numbers or names of the 
scholars. When a book is taken out, the number of 
the scholar is placed over the number of the book. 
That is the charge of the book to that scholar ; and he 
cannot have another book till his number is restored 
to the number of his name, or placed over the number 
of another book. In this way, there is no conversation 
between scholars and librarian. All the exchanges are 
made in silence. 

This plan seems to obviate most or all of the objec- 
tions that have been felt in regard to all former plans. 

A printed label, like that, on the next page, is pasted 
inside of each book. 

A subject of much complaint, in connection with the 
library, has always been the great loss of books. 

In 1844, we learned the following fact, which is a 
striking illustration of the evil here complained of. 



THE LIBRARY. 



167 



A library, four years before, contained four hundred and 
fifty-four volumes. At the end of that time it con- 
tained only two hundred and three volumes ! Showing 
that two hundred and fifty-one books had been lost or 
not returned, in four years ! It is to be feared that the 



LIBRARY 



SABBATH SCHOOL, 



No member of the School is to be allowed 
to have out more than one Book at once, nor 
to retain any Book more than two weeks in 
succession. 

Readers are requested to be careful in using 
this Book, and punctual in returning it. To 
injure a Library Book, or to retain it longer 
than is right, is to do an injury to others which 
cannot be easily repaired. 



history of many of our libraries would reveal a fact 
nearly if not quite as melancholy. While thousands 
of children and youths, in our land, are destitute of 
Sabbath school books, it is surely wrong — it is sinful, 
that so many of these volumes are lost or thrown aside 
to gather dust upon the shelves. Christ's lesson to his 



168 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

disciples should be studied by the members of our 
Sabbath schools : " Gather up the fragments, . . . that 
nothing be lost." 

The following facts, in regard to several libraries 
in Massachusetts, show that much depends upon the 
management of the librarian. Says a superintendent: — 

" Our library is exerting a most happy influence. Since 
our present librarian has had charge of it, — nearly five 
years, — not a single book has been lost. Under its present 
excellent regulations, it has increased from two hundred 
and ten to four hundred and fifty-two volumes, many of 
which are valuable books calculated for the adult portion 
of the school. Although the strictness of the present 
librarian at first caused some to be offended, who had 
taken out books under previous librarians, yet to that 
strictness is to be attributed the present prosperity of the 
library. There is double the amount of reading from it 
that there was formerly, one hundred and fifty volumes 
being frequently out at a time, scattered through every 
part of the town. In going through our manufacturing 
establishments, the books of the library are scattered among 
the operatives, exerting, as it is believed, a most happy 
effect. Although its privileges are extended to all the 
members of the congregation, yet many, it is believed, join 
the school in order to get a more ready access to the 
library. A lad ten or twelve years of age, formerly con- 
nected with our school, told me, a few days since, that he 
did not like the school he was connected with, and wished 
to come back to ours ; and gave as a reason, our having 
such a good library. We consider our library an indispen- 
sable auxiliary to the school, while the school retains the 
same relation to the more public ministrations of the 
word." 

The library of the Sabbath school in East Medway, 



THE LIBRARY. 169 



in 1844, embraced about eight hundred volumes. It is 
adapted to persons of every age and capacity, and is 
open to the whole congregation. It is a society, as well 
as Sabbath school, library. There is one fact in rela- 
tion to it, worthy the special attention of all the mem- 
bers of our Sabbath schools, viz. : although the library 
is so large, and is accessible to the whole congregation, 
young and old, yet not one book, at the time the last 
examination was made, in 1844, had been lost for three 
years ! Mr. D. Walker, who generously gave one hun- 
dred dollars towards its establishment, on condition that 
the society would give as much more, was the librarian ; 
and it was owing very much to his care and skill in 
its management, that it had been so well preserved. 
He kept an accurate record of every book that was 
taken or returned, and seemed to have led all to form 
the habit of using their books with care and returning 
them with punctuality. He thought it was better for 
his own family, than it would have been had he given 
his donation of books directly to them ; inasmuch as 
they had access to a larger number of volumes, and had 
also been led to make greater exertions to form this 
important habit of care and attention in the use of 
books. 

In 1844, the following fact was communicated : — 

" The library connected with the First Congregational 
Sabbath school in Methuen, was reorganized in June, 1836, 
and then contained about three hundred volumes. Addi- 
tions have since been made to it from time to time, so that 
it now numbers six hundred and seventy-seven volumes. 
Since its reorganization — a period of more than seven 
years and a half — not a single volume has been lost ! 
During the year ending the 1st of last July, 1843, two 



170 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

thousand seven hundred and fifty-five volumes were delivered 
from the library, and this is supposed to have been about 
an average delivery for the last five or six years. Aside 
from our pastor, no one thing has exerted a more healthy 
influence amongst our people, than the library. As it is 
open to the whole congregation, a good portion of the 
books have been selected to meet the wants of adults. At 
the time of its reorganization, nearly a hundred volumes 
on the catalogue were not to be found ; and when the 
attempt was first made to enforce the rules of the library, 
some thought the librarian too particular ; but all are now 
satisfied that its present prosperity is owing to the rigid 
observance of those rules. Since the reorganization of 
the library, the amount of reading from it has nearly 
doubled. During the time referred to, three different 
individuals have had charge of the library, which goes to 
prove that there need be no difficulty in selecting a librarian 
in any of our religious societies, who can keep a library 
together if he tries. " 

SELECTING BOOKS. 

Much care should be taken in selecting books for the 
library. Those published by Sabbath school societies 
— as they profess to be issued under the careful exam- 
ination and supervision of committees appointed for 
the purpose^ — are supposed to be, and ought to be, safe 
without further examination. But the miscellaneous 
works, by private publishing houses, it may be the 
wisest course to examine before they are placed in the 
library. 

The Unitarian Sabbath School Society of Boston has 
a committee to examine all books published for the 
young, and only those approved by this committee are 
admitted into any of their Sabbath school libraries. 



THE LIBRARY. 171 



Some of our churches have such a committee, .and no 
books, by whomsoever published, excepting those recom- 
mended by that committee, can find a place in the Sab- 
bath school library! This caution, though requiring 
much time and labor, is certainly a safe one. And no 
Sabbath school society even has any just grounds for 
complaint of such an inspection of its issues. 

No book should have a place in the Sabbath school 
library, however excellent for week-day reading, that 
is not suitable to be read on the Sabbath. 

Some schools have a secular department of books in 
their libraries, intended especially for week-day reading. 
But such a department should be entirely distinct from 
the other, and the books should be given out on a week- 
day. Any book from either department, taken from a 
Sabbath school library, will be likely to be read on the 
Sabbath day. 

An excellent system of replenishing the library, 
adopted by some schools, is to have a committee 
examine all books for the young as soon as they are 
published, and those approved are at once added to the 
library. This secures fresh additions continually, thus 
keeping up an interest all the while. Where additions 
are made only once a year, the new books soon become 
old, and in a measure lose their freshness and interest. 

HOW TO MAKE OLD LIBRARIES AS GOOD AS NEW. 

Many children, it is feared, have formed the habit of 
reading very hastily. Some do but little more than 
get a general run of the story, and then hasten to 
exchange it for another, to be treated in the same way. 
And some only look over their books, examine the 
illustrations, &c, and learn but little else about their 



172 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

contents. In a short time they will take up a book and 
just look at it and say, " I've had this ; " and very 
soon, in this way, they have had all the books of the 
library, and have also lost all their interest in them, 
though they cannot tell a word about what any volume 
contains. Whereas, if they could be made acquainted 
with a single incident in any one of them, by the 
librarian or a teacher, they would eagerly devour its 
contents. 

To remedy this evil, in some schools, every book has 
been called in, and, perhaps, covered anew, and then 
the teachers are requested to spend a few moments in 
asking each scholar to give a little account of the book 
he has had the previous week. In some cases the whole 
class is supplied with a copy of the same book, and it 
is divided into three or four parts, one part for a week, 
and the whole class examined on that part. Where this 
plan has been adopted, the books are read with all the 
interest of new ones, and read, too, with great profit. 
A good book needs to be read more than once. One 
teacher says his little girl, not four years old, will read 
a book over and over till she has it all by heart. 

This plan of requiring the children to give an account 
of what they have read, will soon compel them to read 
with care. This will greatly assist them in remember- 
ing what they have read, and aid them in acquiring the 
habit of communicating their ideas, in familiar conversa- 
tions and extempore speaking, with fluency and ease. 

A teacher in 1880 says : - — 

" I required every scholar to take home his book, and 
told them I expected to hear a particular account of the con- 
tents from each one, the next Sabbath. The next Sabbath, 
the account they gave was very loose* and disjointed, but 



THE LIBRARY. 173 



as all except one gave evidence of having tried to remem- 
ber what they had read, and to relate it in the best manner 
they were able, I allowed them to take out new books. I 
found every week that there were decided marks of im- 
provement ; and after continuing .this course a few weeks, 
it was quite animating to see them enter the class with 
bright, smiling faces, beaming with intelligence, each anx- 
ious to relate the contents of her book. After a few 
weekly efforts, one little girl, under nine years old, gave 
me a correct account of fourteen different characters intro- 
duced into her book, after only one week's reading ! And 
one week ago, a number of the class gave a handsome 
relation of a story consisting of a variety of characters, 
and containing over a hundred pages. The advantages of 
this method I have found to exceed every other I have 
ever tried, to rouse the intellectual and, I think I may 
with truth add, the moral energies of my class ; for never 
have I found such easy and natural openings for pressing 
home upon the heart and conscience the momentous truths 
of the gospel, as since I adopted this plan. I am sur- 
prised at the improvement already made in a ready utter- 
ance. They catch not only the thoughts of the writer, 
but his very expressions ; and the remarks of these chil- 
dren, and their turn for conversation, have recently been 
noticed with surprise and pleasure by many persons be- 
sides their fondly attached teacher." * 

"I MUST TAKE THAT OR NONE." 

A librarian, in giving out books, found great diffi- 
culty in satisfying the wishes of the scholars. One 
took a book, opened it, turned over a leaf of" two, and 
returned it, saying, with a sour look and dissatisfied 
tone, U I don't want this book; it isn't a pretty one." 

* Sabbath School Treasury, p. 221. 



174 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Another took the book that was handed to him, and 
cast his eyes over the pictures a moment, and said, 
u I've had this/' A second book was given him, and 
he did the same. Another scholar just looked at a 
volume which the librarian held out for him T and as 
the appearance of the cover did not quite suit his taste, 
turned away his head, saying, "I don't want that book; 
I've had it before." 

What could the poor librarian do ? Some objection 
seemed to be made against receiving almost every book 
he presented. He was quite discouraged, and was on 
the point of giving up all attempts to please such diffi- 
cult, unreasonable, and complaining children. But just 
then he was cheered by the appearance of a modest, 
smiling little girl, who, seeing the perplexity and 
trouble he was in, stepped up close to him, and said, — 

" My mother says, when the librarian gives me a 
book, I must take that or none; and I have got a 
beautiful book ; " holding up the little volume she had 
taken without a word of complaint. It was a real 
comfort to the poor man, in his perplexity, to find one 
child that could be suited. 

WRONG THINGS TO BE CORRECTED, 

There are several things connected with the use of 
the library in many schools, that are wrong, and ought 
to be corrected. 

One is the practice of carrying the books into the 
house of God, to be read and looked at in time of wor- 
ship. This is wrong and sinfuL Such conduct is 
enough to make all the instructions of the Sabbath 
school and of the sanctuary a " savor of death unto 
death" to those who are guilty of it. 



THE LIBRARY. 175 



Another thing that is wrong, is the careless manner 
of treating the books at home. How many of the 
beautiful volumes of the library are brought back — if, 
indeed, they are returned at all — with soiled, rumpled, 
and torn leaves, and broken covers ! Some complain 
that books are so poorly bound, they soon come to 
pieces. But were they iron-bound, they would scarcely 
stand such usage as too many of them receive. 

And then the careless, hast)^ manner in which many 
read their books, is another thing that is wrong. No 
book ought to be returned to the library till it has been 
so thoroughly read that a full account can be given of 
what it contains. And such an account ought to be 
given to the parents or teachers. 

The young are in great danger, now that there are 
so many juvenile books, of forming the habit of reading 
without reflection — -reading merely to get the story. 
These are the scholars most difficult to please when 
taking books. Half an hour is sufficient time for them 
to dispatch any book ; and by looking over their own 
in this way, and those taken by their brothers, sisters, 
and associates, they will be able, in a few months, to 
say of every book in the library, they have had it, or 
seen it before. 

Let every scholar begin to read the library anew. 
Take the first book that is given. No matter if it has 
been seen, and even read before ; whether there be few 
or many pictures in it ; whether the cover be handsome 
or otherwise, — let it be taken. Now let it be read so 
slowly and carefully that an account of it can be given, 
and the scholar will feel a new interest in the library, 
and will derive a benefit from it such as he has never 
before. If all will adopt this course, the librarian's 



176 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

troubles will soon have an end. If a scholar says lie 
has had that book before, the librarian will know that 
it has been read, as well as looked at, and that the wish 
for another is reasonable, and he will cheerfully ex- 
change it for a new one. 

METHODS OF REPLENISHING THE LIBRARY. 

The Sabbath School and Bible Class Association of 
the Theological Seminary at Andover published the 
following method in the " Sabbath School Treasury " 
for August, 1830: — 

" When a Sabbath school book enters a family, it seldom 
comes out again without having passed through the hands 
of every individual in the family. They are consequently 
soon worn out, and the libraries need to be frequently 
replenished. Money should be raised for this purpose as 
often as once or twice a year ; for small additions, fre- 
quently made, are found to be more advantageous than 
larger additions less frequently. The fact that there are 
new books in the library awakens fresh interest among the 
scholars. 

" Various expedients have been resorted to in order to 
keep the library in repair. Sometimes the parents, and 
sometimes the children have been solicited to give. At 
one time, money has been raised by subscription ; at an- 
other, by contribution ; and it not unfrequently happens 
that a very scanty collection is the result of any one or all 
of these expedients together. Now it seems desirable to 
adopt some systematic arrangement, if possible, by which 
this object shall be permanently secured. The following 
plan has been adopted in several places with unexpected 
success. 

" A catalogue was prepared, by the author of the plan, 
containing the names of all the persons in the parish whom 



THE LIBRARY. 177 



he thought suitahle to call upon for money. He then 
handed twelve or fifteen of these names on paper to a 
couple of little girls, and said to them, 'Do you go and 
call on the persons whose names are on this paper, and 
ask them each to give you twelve and a half cents for the 
Sabbath school library/ He put another slip of paper, 
with other names, into the hands of two other little girls, 
and bade them do the same. Thus he divided the business 
among a suitable number, who undertook it with much 
pleasure. They were strictly charged to ask for no more 
than twelve and a half cents of any individual. It was 
not long before the little beggars returned with counte- 
nances of delight, which indicated their success before 
they had time to relate it. The result was, a collection of 
about as many ninepences as there were names on the pa- 
pers. No one could find it in his heart to turn away a 
little smiling girl, who solicited only twelve and a half 
cents, and that, too, for the Sabbath school library. This 
has been repeated twice a year m that parish, and the 
avails of such a collection are sufficient to keep the library 
in good repair." 

A pastor, in 1853, said, " We want fifty dollars for 
our library, and I do not know how to raise it." We 
suggested a plan, which, on the Sabbath, he proposed 
to the school. He told all the scholars that he wanted 
them to see how much money they could raise for the 
library during the week. As many of them as chose 
could engage in the work, and they might go to any- 
body they pleased, and just as many as pleased might 
go to the same persons, and see how much money they 
could collect. Early Monday morning, the village was 
all astir with these young collectors. Some of them 
were at the minister's house before he was up, and 
12 



178 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

before ten o'clock, fourteen of them had called on the 
pastor for contributions. One boy went to the richest 
man in the parish, and he gave him only one cent.. 
The little fellow, as he went away, said to himself, 
"That isn't fair." Then he went to as many of the 
scholars as he could find, and sent all of them to the 
rich man, and, among them all, they drained him pretty 
thoroughly of his change. The result of this effort of 
the children, in which the whole people seemed not less 
interested than the young collectors themselves, was 
over sixty dollars, to enlarge their library. 

This plan has been adopted in many places, with 
about the same results. 

The members of one class in a Sabbath school pre- 
sented a request to their teacher for some new books ; 
they said they found it difficult to obtain any from the 
library which they had not read. 

The teacher told them they must contribute for the 
object, and she would see that some new books were 
procured. They all readily contributed twenty-five or 
thirty cents each. The teacher took the money and 
gave it to the superintendent, with an account of the 
manner in which it was procured, and of the wishes of 
her scholars. The superintendent immediately appro- 
priated the money, and procured as many new books as 
there were scholars in that class. 

These books, after he had numbered them, he gave 
to the teacher, with the request that she would retain 
them in her class, exchanging them once in two weeks, 
according to the practice of the school, till each scholar 
had read them all, and then return them to the library. 

This plan excited so much interest in that class, that 
the superintendent mentioned it to the school, and in- 



THE LIBRARY. 179 



vited other classes to try the same experiment. The 
result was, so many of the classes contributed, that 
the superintendent found no small difficulty in pro- 
curing new books enough to meet the demand. The 
library soon comprised a very full assortment of books ; 
and these books were much more highly prized by the 
members of the school from the fact that they had 
aided in their purchase. 



XI. 

ADULT CLASSES IN THE SABBATH SCHOOL. 

Although the institution of Sabbath schools was 
originally intended merely for children, and particularly 
the children of poverty and neglect, yet quite early in 
its history in New England, persons of all ages began to 
connect themselves with it as pupils. Bible classes, or, 
as they were then called, " adult " classes, were formed 
for the mutual study of the Scriptures. 

In 1828, an aged man, connected with the South Con- 
gregational Church, Andover, used to remain at the ses- 
sion of the school, Sabbath noon, and always manifested 
much interest in watching the school. The superinten- 
dent asked him, one day, if he could hear the children 
recite. " No," said he ; " but I love to see them ; and 
then I can hear you, when you make remarks at the 
close." 

" Well," said the superintendent, " should you not 
like, while waiting, to have a teacher come and sit down 
with you and talk about the Bible ? " 

" Yes," he replied, earnestly ; " and I guess I can get 
some others to join with me." 

This soon grew into a class of elderly men, number- 
ing* over thirty. There was also formed a class of 
about the same number of aged women, while most of 
the young people of both sexes were in the school ; and 

180 



ADULT CLASSES. 181 



no one ever intimated that he was either too old or too 
wise to be in the Sabbath school studying the Bible. 

From this time the attendance of older persons in- 
creased very rapidly all through New England. For 
many years the schools generally embraced a larger 
portion of the congregations than most of them do at 
the present day. An imaginary visit to a few of the 
schools at that early period will be interesting and 
instructive. 

Here, in a school in Maine, in 1832, we see parents 
and children — the child of four years with the hoary 
head of fourscore — attending to the same lesson from 
the Bible. In another school, in the same state and 
year, we find an adult class composed of persons past 
middle age, and who have as little need of Sabbath 
school instruction as any in the parish ; and yet they re- 
gard it as a boon and a privilege which they would not 
willingly relinquish. In it they find both profit and 
enjoyment. In another school, in 1838, we have the 
grateful sight of four generations engaged in the social 
study of the sacred Scriptures, and of which the super- 
intendent says : "If holy angels and the spirits of the 
just made perfect look down with satisfaction upon 
earthly scenes, is it not upon a scene like this ? " 

An old gentleman of eighty years, says, " Well, I'm 
in the Sabbath school yet." " You have been studying 
the Bible now so long, don't you find it becomes rather 
dry ? " " No, no," says the aged disciple ; " the older I 
grow, the newer and better it seems." 

A few years later, let us enter a school in Franklin 
County, Mass. It belongs to the parish where the pres- 
ident of one of our colleges then ministered. He in- 
forms us that the Sabbath before he- counted only 



182 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

eleven of all his congregation who, at the close of 
the morning service, turned away from the Sabbath 
school. In another school, in the same county, we find 
enrolled as members five hundred and twelve, when 
the entire membership of the parish is only five hun- 
dred and thirty-six. How beautiful the scene, — nine- 
teen ( twentieths of all the people, embracing all ages 
from three to eighty-two, feeding upon the bread of 
life! 

A superintendent, as we enter his school, informs us 
that all the members of the church who can conven- 
iently attend are in the school. Another, that there 
are only three members of the church out of the school 
without a reason. 

Thus we might go from school to school by the 
scores, if not the hundreds, and hear the statements : 
" Our school includes most of the society, old and 
young." "All the resident members of the church but 
six or eight, who are prevented by sickness or the care 
of families, are members of our school." " Our school 
consists of almost all the stated members of the con- 
gregation." " In our school are mingled together those 
who are tottering on the brink of the grave and those 
who can but imperfectly lisp the commandments of 
God." " Nearly all the stated congregation are con- 
nected with our school ; and if there is any portion of 
the school that prizes more highly than another its ad- 
vantages, it is the adults." "About two hundred adults 
have associated themselves for mutual instruction in 
connection with the school. They seem to take as 
much pleasure in the exercises as any of the children ; 
and their example has had a happy influence upon the 
school." "Almost every one in the society, from four 



ADULT CLASSES. 183 



years old to eighty, are engaged in our school, either as 
teachers or scholars. It is accounted almost a disgrace 
for any one not to attend ; and but very few of those 
who would attend to any good thing, fail in attending 
, the Sabbath school. One mind seems to influence all, 
old and young. And all are making good progress in 
the knowledge of the word of God." 

In many schools these classes of adults were called 
" classes for mutual instruction. 55 . 

These classes, every Sa-bbath, choose one of their 
number to act as teacher, or " monitor, 55 as they were 
sometimes called, for the next Sabbath. All were to 
study the lesson assigned for that Sabbath, and be pre- 
pared to answer or ask questions. While one was to 
act as leader^, all were to feel an individual responsi- 
bility to help make the exercise interesting and profit- 
able. 

One mode of conducting such a class is given as 
follows : — 

" On the Sabbath, the teacher introduced the lesson to 
the class by proposing questions, when they immediately 
enter upon a free discussion, and interchange of views and 
opinions relative to the various parts of the passage before 
them ; and each member communicates any explanatory 
remarks with which he may have met, or which his own 
mind may have suggested. The teacher also brings for- 
ward whatever illustrations his more careful investigation 
of the subject has furnished him ; and, so far as he is able, 
solves the difficulties, and answers the questions which the 
class may propound. 

" The following method is more generally adopted where 
such classes exist. It differs from the one just described 
only in this respect. Instead of having one permanent 



184 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

teacher, the members of the class officiate in rotation ; each 
for a Sabbath or a particular number of Sabbaths. 

" Another method is like the other two, except that it 
recognizes no one as a teacher. All feel themselves under 
equal obligation to examine the lesson and contribute to the 
interest of the exercise. 

" A number of ladies, from forty to seventy years of age, 
joined the Sabbath school, and associated themselves 
together for mutual assistance in the study of the Bible. 
The interest created in this class was very great. Rarely 
is there seen more interest manifested in a class of girls 
than was exhibited by these mothers. One member of the 
class, about fourscore, whose memory had been considerably 
impaired by age, said, ' I have never seen the time, for a 
great many years, that I could wish to be young again, till 
since I commenced going to the Sabbath school, but I now 
feel the great need of the memory of my youth.' 

"In a Sabbath school consisting of four hundred schol- 
ars, two hundred were adults, some of whom were over 
sixty. These two hundred adults were associated together 
in studying the Bible on this plan of "rnutual conference 
and instruction. 

" All who reflect upon the plan here suggested, in con- 
nection with the examples given, must feel that no insur- 
mountable obstacle lies against the general adoption of the 
system of mutual instruction." 

The late Rev. Dr. Bardwell, when settled in Holder^ 
said, in January, 1830, when his people were favored 
with an extensive revival : — 

" Within the past two months our Sabbath school has 
increased from two to nearly four hundred, about one half 
of whom are adults up to sixty years of age. The adults 
have the same lesson with the rest of the school. They 



ADULT CLASSES. 185 



appoint their own teachers ; indeed, their plan is that of 
mutual conference and instruction. In our Bible class, con- 
sisting of young persons from fourteen to thirty years of 
age, the course of instruction is intentionally varied from 
time to time. Sometimes questions are proposed by the 
teacher and sometimes by the scholars ; and sometimes 
topics are given out to be written upon. Nearly all of 
the members of this class have been brought into the king- 
dom." 

What sight can be more interesting than that of a 
Sabbath school thus engaged? What can be better 
adapted to increase the interest of the children in the 
school and in the study of the Bible, than to see parents 
and grand-parents, and the people generally, uniting 
with them in this delightful work. Then the influence 
of these adult classes that come into school, helps to 
revive the school and give it new life. 

A school in 1836 had become very languishing. It 
was suspended during the winter. At the end of three 
years, during which time it had continued to decline 
more and more, the question was asked, — 

" What can be done to save the school from extinc- 
tion and make it efficient? " 

In answer to this question, one man said, " I will go in, 
become a member of the school as a scholar, unless I 
am needed as a teacher, if the church, as a body, wall 
do the same." 

The church immediately acceded to the proposal, and 
united with the school. The school was at once revived, 
and went on prosperously. 

There is scarcely anything, save the visitations of the 
Holy Spirit, that* will exert such a reviving, encourag- 
ing influence on a school, as a large accession of classes. 



186 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

It will almost reinfuse vitality where the spark of life 
has expired ; and it always imparts new animation and 
encouragement to a school, however flourishing it may 
have been before. 

This subject was urged in an address ta a congrega- 
tion in the neighborhood of a city. At the close of the 
address, the pastor invited all the members of the 
congregation who were willing to unite with the school, 
to meet with it the next Sabbath. And the next Sab- 
bath that school of three hundred members received an 
accession of about forty. Every one can see that such 
an accession, even to a comparatively large school, must 
have been most inspiring. Every teacher and pupj.1 felt 
animated and encouraged. 

The presence of the older people in the Sabbath school 
magnifies and gives character to the institution. It 
takes away the excuse from any among the children and 
the young people, "that they are getting too old to 
belong to the Sabbath school." And where this excuse 
is offered, and the young people leave the Sabbath 
school, the cause may usually be found in the fact that 
adults are not connected with it. 

There is no way in which the church can more 
strongly commend the Sabbath school to the young 
than by their personal attendance as learners. 

This social study of the Scriptures by the older mem- 
bers of the church is one of the best ways to cultivate 
their own Christian graces. The familiar and social 
study of those pure and sublime thoughts of God, and 
the free interchange of thought $nd feeling in regard to 
them, will ennoble, and elevate, and ,purify the whole 
inner man. Under the combined research of a whole 
circle of Christians, longing, and laboring too, for new 



ADULT CLASSES. 181 



and clearer views of truth, the Scriptures will be 
opened ; gems of unsurpassed beauty and richness will 
be discovered ; yea, it will be seen that, -r- 

" A glory gilds the sacred page, 
Majestic, like the sun." 

Mutual sympathy and interest will be excited. All 
that cold and cruel distance too often existing among 
the members of Christ's own family will be anni- 
hilated. Heart w^ill warm heart, till, by their mutual 
warmth, they melt, and flow out, and mingle into one. 
What does the church need so much as this familiar 
intercourse, this mutual bond of sympathy and love, 
this mingling of heart with heart? What a moral 
power over others this state of things would give the 
church. How would such a united, sympathizing 
brotherhood of Christians, all actively engaged in 
searching the Scriptures, silence the gainsayer, and 
bring all to "gaze and admire," though they might 
"hate the change." 

Then the adults, as well as those in early life, find 
the study of the Scriptures a source of mental im- 
provement. The memory, the judgment, the taste, and 
all the intellectual faculties, are cultivated and strength- 
ened. It prevents that entire neglect of the mind 
which the cares and business of the world too often 
produce. The exercises of the Sabbath school, if en- 
gaged in with zeal, will prove a better discipline to the 
mind than the exercises of the best conducted lyceum. 
This advantage alone, were there no higher, should 
induce all, young men and maidens, old men and chil- 
dren, to engage in this work. 

While the adult members of the chuich and congre- 



188 FIFTY YEARS WITH TlfE SABBATH SCHOOLS, 

gation are largely represented in many of our Sabbath 
schools at the present day, this is by no means ?o gen- 
eral as in these former times. And in this respect, as 
well as in many others, — notwithstanding all our im- 
provements in the conduct of this institution, — we 
can learn wisdom from the past. 

Several years ago there was a large and flourishing 

Sabbath school in the town of N- . This institution 

had taken a deep hold on the affections of the church, 
most of whose members manifested their interest in it 
in the best possible manner, viz., by their personal 
attendance. The school was often a scene of much 
religious awakening, when one and another, of different 
ages, were converted. 

Mr. A— — , a member of the church, was a conscien- 
tious Christian. His advantages for intellectual im- 
provement had been quite limited, and, what is not the 
case with every one in similar circumstances, he was 
sensible of his deficiency in this respect, and conse- 
quently was very diffident. For a long time he was 
unable so to overcome this diffidence as to connect him- 
self with a class in the Sabbath school. He longed to 
be united with his brethren in the study of the Scrip- 
tures ; he felt that it was the very thing for him ; he 
needed just such assistance in understanding the Bible 
as he should there be likely to obtain. But he could 
not overcome his timidity ; it was too great a trial to 
think of exposing his ignorance. Perhaps he had 
never heard of the adage, "Not to know is bad; not to 
ask is worse." 

But Mr. A had also another trial ; he knew that 

he was not only depriving himself of a rich privilege 
by standing alqpf from the Sabbath school, but he was 



ADULT CLASSES. 189 



also exerting a bad influence by his example on his un- 
converted neighbors. He was a professing Christian, 
and if he neglected the Sabbath school, many others 
might be encouraged to do the same. The thought of 
this was a severe trial to his feelings ; and, after much 
study on the subject, he finally fixed on a plan by 
which he hoped to avoid exerting any unfavorable in- 
fluence on others, however much he might suffer him- 
self by yielding to his diffidence. The plan was this : 
every Sabbath, as soon as the morning services were 
closed, and the Sabbath school began to assemble, he 
betook himself to the neighboring woods, and there, 
alone, passed his intermission. He hoped in this man- 
ner at least to prevent the injurious influence which 
his example would be likely to have on others, were he 
seen passing the Sabbath school hours around the 
house of God. 

This plan certainly deserves the attention of those 
professors of .religion — if there be such — who are' 
accustomed to spend their intermissions in groups 
around the sanctuary, under the horse-sheds, or, still 
worse, in the bar-room of the tavern, in company with 
their impenitent neighbors, conversing about their 
farms and stock, "the times," the weather, &c. 

Mr. A was at length enabled, after many strug- 
gles arid prayers, so far to overcome his diffidence as to 
join a class in the Sabbath school ; and ere long he 
could hardly find terms sufficiently strong to describe 
the pleasure and the profit he w^as receiving in the 
social study of the word of God. And we doubt not 
that every diffident Christian who will engage in the 
study of the Scriptures in the same way will find a 
similar pleasure and profit. 



190 FIFTY TEARS WITH THE SABBATH SCHOOLS. 
AN" AGED CHRISTIAN'S TESTIMONY. 

Mr. H had almost numbered the days of the 

years allotted to man on earth. He had long been a 
constant reader of the Bible and a professed disciple 
of Jesus, and from a child had sat under the preaching 
of the gospel. Under these circumstances, it is nat- 
ural to suppose that his mind would have become thor- 
oughly imbued with the truths of the Scriptures. And 
no doubt this was the case, and that his knowledge of 
the Scriptures compared well with that of most who 
have enjoyed similar privileges. 

Some time since, this aged disciple united with a 
class of men in the Sabbath school for the mutual 
study of the Bible. In this exercise he became deeply 
interested, and was always present. At a Sabbath 
school meeting, having referred to his past habit of 
studying the Scriptures, he said he used to think he 
understood them as well as others Avho had enjoyed the 
same advantages ; but he could now see that he knew 
comparatively nothing about the Bible until since he 
connected himself with the Sabbath school. He now 
had a complete chain of the truths of the Bible, from 
Genesis to Revelation. He felt that the school had 
been a great blessing to him, in leading him to a more 
careful and connected study of the word of God, and 
that nothing would induce him to leave it. 

It was the opinion of Mr. H — — that comparatively 
few Christians, not engaged in this manner of study- 
ing the Bible, though they may read it, ever do really 
study it. And it is very certain that, without study, 
the chain of the truths of Scripture spoken of by this 
aged Christian can never be obtained. 



ADULT CLASSES. 191 



It is a very important fact, that almost every one 
who engages heartily in this mode of studying the 
word of God bears a similar testimony to its beneficial 
influence upon his mind and heart. It is also an im- 
portant fact, that those who once become interested in 
the social study of the Bible are not often inclined to 
give it up. 

This testimony and these facts should encourage 
the adult members of our Sabbath schools to unabated 
diligence in studying the Scriptures, and should also 
lead them to use their influence in persuading all the 
adult members of our congregations, and especially all 
members of our churches, to avail themselves, so far as 
is practicable, of the same precious privileges which 
are proffered to a]l without money and without price. 

YOUNG MEN. 

There is no class in the community whose attendance 
on the Sabbath school it is so difficult in many places to 
secure as that of young men. And, when we consider 
the influence they are exerting, and are destined here- 
after to exert on the world, there is scarcely any class 
whose attendance seems so desirable. All the sacred 
and momentous interests of the church and of the 
various benevolent institutions which are the glory of 
our age and of our land, and all the interests of our 
literary and civil institutions, will soon be bequeathed 
to them. No Christian, philanthropist, or even patriot, 
can look on those to whose possession an inheritance so 
rich, and to whose guardianship interests so precious, 
are to be committed, without the deepest emotions. 

Woe to the world if these guardians of the church 
and of the nation are not wise and faithful ! And 



192 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

where is our security that they will be either wise or 
faithful, if they neglect the only fountain of wisdom 
and the man of their counsel, and never offer the 
prayer of the young man Sol'omon, " Give me now 
wisdom and knowledge ; a wise and understanding 
heart " ? In no way can young men better cleanse 
their way, and prepare themselves to meet and sustain 
the responsibilities that are coming upon them, than by 
taking heed thereto, according to the word of infinite 
wisdom. And in no way can they give their dying 
parents better security that they are committing the 
interests of the church and of the nation to faithful 
hands. 

The beloved disciple well understood the power and 
influence of young men when he said, " I have written 
unto you, young men, because ye are strong." Ye are 
in your prime of fitness for active service. What an 
illustration of this was that same disciple, who received 
from his divine Lord the appellation " son of thunder." 

With what safety might the interests of the church 
and of the world be intrusted to the supervision of the 
young men of the present age, did they possess the ster- 
ling character of John, the youngest of the twelve ? O, 
that the remaining words of that disciple were as appli- 
cable to them as those already repeated, b4 And the word 
of God abideth in j^ou, and ye have overcome the wicked 
one." There are some young men of whom it may be 
said, " The word of God abideth in them," and accord- 
ing to that word they are taking heed unto their ways. 
The Lord increase their number an hundred and a thou- 
sand fold ! 

The influence of those young men who are connected 
with Sabbath schools is strongly felt on others around 



ADULT CLASSES. 193 



them ; and all that is wanting, in a multitude of cases, 
to engage many of their associates in the same delight- 
ful employment, is a friendly invitation. Young men 
who are already interested should give that invitation, 
give it kindly, give it courteously. None can do it so 
well and with so much promise of success. 

Soon after a revival in the First Church in Charles- 
town, in 1841-42, a large class of young men was 
formed. The teacher reported twenty-eight members of 
the class, six of whom soon after united with the church, 
and five more were indulging hope. The attendance was 
usually good, and the class uniformly attentive, and 
apparently interested in receiving instruction. Much 
good was anticipated from the formation of this class. 
The erroneous impression, so common among young men, 
that they are " too old to attend the Sabbath school," 
seemed to have given place to the better one that " none 
are too old ; " and the influence of this class upon the 
remainder of the school was highly salutary. 

LARGE BOYS. 

There is a class of pupils who are just between the 
periods of childhood and manhood, — large boys, — 
that should receive the special attention of the guar- 
dians of Sabbath schools. High-spirited, inclined to 
throw off restraints, often reckless, generally overes- 
timating themselves, perfectly confident of their own 
wisdom, and somewhat ashamed to be numbered among 
children, these large boys are not only often inclined 
to leave the school, but are among the prominent can- 
didates for temptation and ruin. They should have 
the teachers of their choice, if it can be done consist- 
ently. Certainly they should have one of the ablest, 
13 



194 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

most discreet, as well as most godly men of the church, 
a person, if possible, who understands this class of 
pupils, who can appreciate their feelings, and knows 
how to acquire an influence over them. 

There are good men whom the large boys respect ; 
and there are other good men who, for some reason or 
other, cannot gain their confidence. A teacher of the 
former description should be chosen for such a class of 
pupils. If he sees them often, shows himself their 
friend, encourages in them habits of industry and true 
manliness, holds up before them great and good exam- 
ples, suggests principles on which success in life de- 
pends, while he inculcates the great truth that "the fear 
of the Lord is the beginning of wisdom," he will gain 
their confidence and esteem. It is important that this 
class of large boys be retained in the school, not only 
for their own benefit, but also on account of their influ- 
ence over the younger class of boys and the whole 
school. 



XII. 

INFANT DEPARTMENT. 

Infant classes in the Sabbath school, or infant 
departments separate from the main schools, began to 
be formed as early as 1827-28. A correspondent in 
the. " Sabbath School Treasury," for 1829, inquires if 
" it would not be a useful plan to introduce that part 
of the infant school system into Sabbath schools, which 
consists of Scripture questions and singing hymns? 
As far as I know the management of the Sabbath 
schools in this vicinity, the children three or four years 
old have but little to interest them, and do not appear 
to receive much benefit." 

To this, the editor in a foot-note replies : " In many 
places in this vicinity, most of the children from two to 
five, are connected with the Sabbath schools, and mani- 
fest a deep interest in their exercises. In one school 
there are twenty under five years of age, who form 
on£of the most attractive and diligent classes in the 
whole school. The teacher furnishes her little pupil r 
with an historical verse of Scripture, accompanied with 
a picture, and requests them to study it till next Sabbath, 
when she will explain it to them. With this historical 
picture and text she never fails to interest them during 
the whole exercise of the school." 

The above correspondent, a few months later, writes : 

195 



196 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

" I have heard of a Sabbath school in Boston, in which 
an infant class has been commenced that bids fair to 
succeed well." 

The plan of this class is thus described : " The chil- 
dren are placed in such a manner as that all may see 
every movement of the teacher, and hear without diffi- 
culty. The exercises are commenced by reading a few 
verses from the Bible with explanations, followed by a 
short prayer. Then they sing or repeat a hymn, which 
the children can easily learn by repeating it, line by line, 
after the teacher. Passages of Scripture, from 4 Series 
of Scripture Prints,' are then read and learned in the 
same way. After a hymn, ten minutes are occupied by 
reading, reciting, and explaining by the picture the 
lesson on one of the cards ; then they change to some 
other subject, and continue to change sufficiently often, 
to keep up the attention of the children, closing with a 
doxology. In all the recitations, &c, the children speak 
in concert, and thus help each other along. 

The following is an account of the infant Sabbath 
school connected with the First Baptist church in 
Boston : — 

" In December last, 1829, the names of twenty of the 
smallest boys were taken from the main school, and formed 
into an infant class. At first they met in the gallery of the 
meeting-house, and the average attendance was about 1,en. 
With an apparatus consisting of seven of the pictures 
commonly called schoolpieces, — for which we were under 
the necessity of preparing questions, — the Infant School 
and Nursery Hymn Book, and a library which cost fifty 
cents, we commenced our attempts at instruction. We 
were not then aware of the existence of any infant Sabbath 
school in this vicinity, and consequently were obliged to 



INFANT DEPARTMENT. 197 

form a plan of action as well as we could, from visiting an 
infant day school, which plan has not been essentially 
varied to the present time. 

" At the ringing of the bell, both in the forenoon and 
afternoon, the children assemble in the vestry with the 
older scholars, where they remain till the school has been 
opened by reading a portion of Scripture, and prayer. 
They then retire to a small room adjoining, for instruction, 
and commence by singing or reciting a hymn in concert. 
Then they answer the questions of some one of the 
1 Lessons for Infant Sabbath Schools/ which book we have 
used since it was published. They continue alternately 
singing and reciting till the time of closing the school, 
when they sing a doxology or dismission hymn. The 
pictures are occasionally used to assist their memory or 
attract their attention. The average attendance, at present, 
is about thirty. Thirty-five is the greatest number that 
has been present at one time, though we have a much 
larger number of names on the roll. About one third part 
of the scholars now are girls. 

"The success that has attended our efforts thus far is 
greater than was anticipated at the commencement, and 
we have more than once heard it remarked that it was the 
most interesting part of the school. The children appear 
to be very much pleased, and would be as unwilling as the 
teachers could be, to have it discontinued/' * 

The infant class, or infant department, very soon 
became a most interesting feature in the Sabbath schools 
throughout the country, often numbering over one hun- 
dred of these little ones. Question books, and cate- 
chisms, and library books, and little papers in great 
numbers, have been provided for them. 

* Sabbath School Treasury, Vol. in. p. 2H. 



198 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Some seem to think that almost any person will do 
to teach these little ones. So far from this, the very 
best teacher the church can furnish is not too good for 
this important station — right here at the foundation - — 
at the beginning of influence. 

The requirements for success in this department are 
many and comparatively rare. The teacher, to be suc- 
cessful, must be a person of special aptness to teach, of 
a kind and loving disposition, with a large degree of 
patience and perseverance, and one who feels a special 
love for children ; and it is very desirable that there 
should be some knowledge of music, so as to lead the 
children in their frequent singing. Nothing does more 
to keep up an interest among these little children than 
singing. 

The infant class connected with the Sabbath school 
in Pawiet, Vt., in 1830, had eighteen members, the 
oldest not over eight years of age. The " Sabbath 
School Guide " was used, and the children recited the 
lessons in the first part of the work. Interesting Bible 
stories were told them, and the scholars were ques- 
tioned in regard to their meaning and application. 

" Our infant department," said the superintendent 
in 1846, " is the hope of the church. It numbers, dur- 
ing most of the year, about one hundred and forty, 
including the principal and fifteen teachers." . 

" No department of the school," says another super- 
intendent, "is more interesting than the infant depart- 
ment." This, at that period, was a very general report 
from most of our schools. 



INFANT DEPARTMENT. 199 

METHOD OF TEACHING CHILDREN FROM FOUR TO SIX 
YEARS OF AGE. 

A teacher says : — 

" My class consists of little girls from four to six years 
old. Only two or three of them can read in the Bible, and 
consequently I use no question book. My usual method 
is, to tell them a story from the Bible in the most familiar 
manner, just as I would tell little children any other story, 
in language which they can understand. For example, in 
giving them an account of the flood, I begin by saying, 
1 Once there was a man whose name was Noah. He lived 
a great many years ago, and a great way off. He was a 
good man, and he was the only good man in the world at 
that time. All the rest of the men were wicked, and so 
were the women and children. And because they were so 
wicked, God said he would destroy them all but Noah and 
his family.' 

" Having proceeded thus far ; perhaps one of the chil- 
dren becomes inattentive, and, as it is useless to go on 
with such a class without their attention, I resort to some 
such method as this : 

" ' Eliza/ addressing the inattentive one, 'now what way 
should you think God would take to destroy all those 
wicked men, and save Noah and his family alive ? For 
there are a great many ways, you know, in which he can 
destroy men.' 

11 Such an inquiry as this generally brings Eliza's 
thoughts back to the subject, and awakens her curiosity to 
hear how God did actually destroy the world. After 
I have gained her attention in some such way, and heard 
two or three of the class give their opinion on the ques- 
tion, I then proceed through the story, and draw such 
practical inferences from it as a child can make. I request 



200 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

them all to remember the story, and tell it to me on the 
following Sabbath. In addition to this, I commonly give 
them a verse from the Bible, which, by the help of their 
parents, I expect they will learn, and repeat to me the 
next time they come to school. On the next Sabbath I 
ask them about the story which I last told them, and, if I 
succeeded in keeping their attention while relating it, they 
can sometimes state particulars with astonishing accuracy. 
I then recite their verse, and after such remarks upon it 
as seem important for them to hear, I proceed to tell them 
another story, and to give another verse. " 

A LITTKfe TALK WITH AN INFANT CLASS. 

We visited a school in which there was an infant 
class of about thirty little boys. On approaching this 
class, we noticed one intelligent, bright-eyed boy, 
standing up by his teacher, and listening with the 
greatest interest to every word of instruction as it 
dropped from her lips. As we began to address these 
children, the little boy's attention was instantly trans- 
ferred to us, and his bright eye beamed intelligence. 
The children were asked, — 

" Supposing there were a stain on your faces, in what 
way could you find it out?" The bright-eyed boy 
answered in a moment, — 

" By looking in the looking-glass." 

They were then told that there were a great many 
stains on their hearts, and they were shown how they 
could see them by looking into the mirror of God's 
law — the ten commandments. Every sin made, as it 
were, a stain on their hearts. Some of the ways in 
which they sin were mentioned ; and after " Thou shalt 
not kill," and some of the other commandments, were 



INFANT DEPARTMENT. 201 

repeated, they were asked if they had not broken every 
one of them. The little boy answered, — 

" No, sir." 

" Haven't you ? " 

" No, sir ; I never killed," said he ; and his lip quiv- 
ered, and his eyes filled with tears, as though he was 
grieved that any one should think such a thing of him. 

u But what have you done, which the Bible says 
makes you a murderer ? " 

His countenance fell, and his features all relaxed, 
while, with a frankness and a tone of penitence which 
cannot be forgotten, he answered, "I strike" "He that 
hateth his brother is a murderer." 

After some further conversation, the children were 
asked, "Why is it best to become Christians while 
young?" The countenance of the little boy again 
kindled with intelligence, and with the greatest ear- 
nestness in his looks and the gestures of his little 
hands to give impressiveness to what he said, he an- 
swered, " Because it is just like bending a little tree, — 
it will grow just as you bend it. But if we do not 
become Christians till we are old, it is like trying to 
bend a great tree, — it won't bend." 

Very little children understand much more about 
the important truths of the Bible than we sometimes 
suppose. 



XIII. 
WOMAN'S MISSION IN THE SABBATH SCHOOL. 

Whatever may be said on the questions of "wo- 
man's rights " and " woman's sphere," she has ever had 
a most important and interesting mission in connection 
with the institution of Sabbath schools. This institu- 
tion has opened before her a broad and most inviting 
field for Christian labor and influence. Here she finds 
the most ample scope for all her warmest love and most 
ardent zeal in the cause of the Master. No object of 
benevolent labor can be more appropriate and con- 
genial than this mission of love and mercy among the 
young. 

The whole history of the institution, from the days 
of Raikes till now, shows that this class of disciples 
have been among the most zealous and successful work- 
ers in the cause. Young women, bright and earnest, 
have special advantages oftentimes for this work. 
They have time, and spirit, and tact. They have no 
ruts, but are ingenious in methods. Many a mission 
school in some dark alley or filthy corner has been 
planted by such a disciple ; and under her unwearied 
toil and prayer, light and purity have broken in, and 
made all radiant with love, and peace, and holy joy. 
Many a wilderness has been made to bud and blossom 
like the rose. In the place of revelry, and profane- 

202 



WOMAN'S MISSION. 203 

ness, and broils, have come up the voice of prayer and 
the songs of praise and worship. 

It would be interesting to know how large a propor- 
tion of the earlier Sabbath schools in this country and 
in Europe were organized and conducted by Christian 
women. Though Robert Raikes is called the founder 
of Sabbath schools, yet nearly all, if not all, the teach- 
ers he employed to conduct them were females. The 
first three schools established in Massachusetts — one 
in Beverly and one in Concord in 1810, and one in 
Boston in 1812 — were established and taught by young 
ladies. It is said that a Sabbath school was started i :• 
Paterson, N. J., in 1794, by a little girl eleven years of 
age. She collected the children of the factories to 
gether, and taught them from Sabbath to Sabbath 
until she had as many as sixty under her care. Sh_ 
was a teacher for forty years. 

In most of the semi-centennial celebrations of Sal; 
bath schools that have been held the past several year; \ 
the historical reports have shown that they were or 
ganized by women. 

Then in most of our Sabbath schools, from the first 
the number of female teachers has ever been large' 
than that of male teachers. With very few exception 
the infant department has always been under the car 
of such. All seem to concede that this is woman': 
mission — woman's appropriate sphere of labor. W. 
should almost as soon choose a man as a nurse for or. 
infant children as to be the teacher of an infant Sal 
bath school. 

This class of teachers have also been among the mo: 
successful in leading their scholars to Jesus. Many c . 
the most wonderful cases of religious interest in tLi 



204 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Sabbath school — of whole classes converted, as many 
a superintendent can testify — - have been in connection 
with the labors of female teachers. A pious young 
lady, who had been successful in leading a large class 
of Sabbath school girls to Jesus, was asked, " What is 
the secret of your success in teaching ? " She an- 
swered, without a moment's hesitation, " Prayer." 

She was in the habit of having her class every week 
at her own house, and there prayed with them and 
talked about their salvation. The result was that 
nearly every scholar under her tuition became a Chris- 
tian. 

Some years ago there were three female teachers in 
Maine who were rejoicing over the hopeful conversion 
of eighteen scholars each. A female teacher in Mas- 
sachusetts says: — 

"Nineteen persons have enrolled themselves as mem- 
bers of my class. Of this number, two were previously 
professors of religion, and sixteen have, I trust, passed 
from death unto life, and are now members of the church 
of Christ. The remaining member, who indulged a trem- 
bling hope, has taken her .flight from time, and, it is hoped, 
now walks with the Redeemer in glory. " 

A teacher had for a long time been unusually anx- 
ious for her class of six little girls. On the Sabbath 
previous to a protracted meeting, which was held in a 
neighboring parish, she urged them all to attend. On 
the second or third day of the meetings she saw her super- 
intendent, and, taking him by the hand, while tears of 
Christian joy were gushing from her eyes, she exclaimed, 
" Can you believe it? all my class are rejoicing in 
hope ! " 



WOMAN'S MISSION. 205 

A teacher, who had witnessed five conversions in her 
class, says of one of them : — 

" She is much engaged in the Master's cause. She has 
been an instrument in the hands of God of two or three 
other conversions." 

This teacher was in the habit of meeting her class 
once a week for religious conversation and prayer. She 
was also in the practice of giving a religious tract fre- 
quently to each of her scholars, with the request that 
they would read and give it away where they thought 
it would do the most good. One of these tracts was 
given to an intemperate sailor. He took it with him, 
read it, and on his return he appeared to be a reformed 
man. 

These are only specimens of facts that might be 
given to almost any number. 

Many a missionary among the heathen looks back to 
the instruction of a warm-hearted female teacher in the 
Sabbath school as the means of awakening the first 
desire to carry the gospel to the benighted. Some such 
teachers have kindled a missionary spirit in a whole 
class who are now scattered to the ends of the earth, 
and through them these teachers have thus rolled an 
influence round the world. It has touched every conti- 
nent, every island, every shore, and it will not cease to 
roll on till it shall reach every hamlet, every dwelling, 
every soul, and incense and a pure offering shall ascend 
from every heart on earth, as from one great altar unto 
God. What work can be made more noble, more glo- 
rious than this ? 

Who can contemplate the influence of such a noble 
Christian woman as Miss Mary Lyon without the great- 



206 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

est admiration ? What multitudes of youths, under her 
instruction, have been inspired with^her own ardent 
spirit, her own love of everything good and holy. 
Where is the spot on earth that has not felt her influ- 
ence ? 

And such, in her measure, every female teacher in 
the Sabbath school may become. Next to the parent 
and the pastor, no one has a more blessed ministry in 
leading young souls to Jesus. Let, then, every Chris- 
tian female, whose circumstances will allow, and who 
longs for some sphere of usefulness, enter this field 
of labor. There is no spot in the whole vineyard of 
God more inviting ; none where the soil is more mel- 
low and ready for the good seed of the word ; none 
where the rains and the dews of divine grace are more 
richly bestowed, and none where the seed more readily 
springs up, or where it yields a more golden and 
abundant harvest. Let every Christian female remem- 
ber the declaration of the psalmist: "He that goeth 
forth and weepeth, -bearing precious seed, shall doubt- 
less come again rejoicing, bringing his sheaves with 
him." 



XIV. 

MISSION SABBATH SCHOOLS. 

Mission Sabbath schools in cities are very different 
from those in most of our country towns. And hence 
much that is said, in the discussions on this subject at 
conventions, from the standpoint of the city, is wholly 
inappropriate to that of the country. These schools in 
the cities are, to a great extent, among foreigners, or the 
poorer and more neglected class of children. In country 
towns they are in remote neighborhoods and outskirts, 
not necessarily among the poor and ignorant only. In 
the country these schools are more frequently called 
Ci neighborhood,' 1 or " branch schools." They purposely 
avoid the word " mission " or " missionary." 

The fewer of these outside schools the better, if the 
children and youth can be induced to attend the schools 
at the churches. 

Some twenty-five or thirty years ago, the question 
came before the late Bowdoin Street Congregational 
Church, in Boston, in the days of its prosperity, " What 
shall we do for the neglected children and youth of our 
city ? Shall we form mission schools, as some of the 
churches are doing, or shall we try to gather these 
neglected ones into our own school?" 

The decision was to gather them into their own 
school, and seat them with their own children. And 
the result was, that that Sabbath school, in one year 

207 



208 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

and a half, was increased from one hundred and fifty 
scholars to three hundred and fifty. Of the infant 
class of about one hundred children, all but fifteen or 
twenty were gathered out of the streets, whose parents 
were not accustomed to attend public worship on the 
Sabbath. 

A class of eighteen Swedes was gathered, thirteen of 
whom, in a year and a half, were hopefully converted 
and united with that church. And the pastor said of 
them, " They learned the ' language of Israel ' before 
they had learned our own language." 

Outside neighborhood schools in the country, where 
the young might have been gathered into existing 
schools, lead to unnecessary expense and labor ; and 
they encourage many to be satisfied with the exercises 
of the Sabbath school, who would otherwise attend 
worship. 

Then such schools sometimes lead to an unnecessary 
multiplication of feeble churches. Every little neigh- 
borhood of a few families, to save themselves the trouble 
of going two or three or four miles to church, may, 
by the establishment of a Sabbath school, be led to 
attempt the formation of a new society, thus rendering 
all the societies in town too weak for healthy and 
vigorous existence. 

A few years ago, a Sabbath school missionary came to 
a pastor in Massachusetts, and wanted to organize 
schools in the various school districts of the town. The 
pastor told him that he did not wish such schools 
organized. It would injure the schools already exist- 
ing. There might be one or two out-districts where 
schools might possibly be established, if any person 
could be found to enlist in the work. 



MISSION SABBATH SCHOOLS. 209 

The missionary, nevertheless, went to work and 
organized six Sabbath schools in different districts. 
The result was that a large portion of the members of 
the school at the church, who resided in those districts, 
left the church school and united with the local school. 
And most of them very soon made these" schools 
a substitute for public worship, and gave up going 
to church ; and it almost broke up the school at the 
church. 

In about two years, only two of those six schools 
existed, and one of these was under the care of errorists. 
The influence of the whole movement was most dis- 
astrous to the spiritual interests of the 3 r oung in every 
part of the town. It was the result of " zeal without 
knowledge." 

A Sabbath school missionary, some years ago, visited 
a minister in Central New York. That minister under- 
stood that his special object was to organize Sabbath 
schools in the outskirts of the town. He received him 
Gordially, and, as the missionary seemed labor- worn, 
persuaded him to be his guest for a few days for relaxa- 
tion and rest. He then told him he understood his 
work, but that he did not wish any of it done in his 
town. He said : — 

" For three years I preached every Sabbath evening in a 
neighborhood three miles distant, where the people did not 
attend my preaching at the church or any other. Some 
time since. I told them I could not go there any more. For 
three years I had visited them every Sabbath and con- 
ducted worship with them. It was no further for them to 
go to my church than it was for me to visit them ; and I 
invited and urged them now to attend worship at the 
church. The result was that nearly all are now my con- 
14 



210 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

stant hearers at church and attend my Sabbath school. 
Should you go there and establish a Sabbath school, it 
would soon satisfy many of them, and they would no longer 
take the trouble to come here to attend public worship. " 

The missionary at once saw the force of the minister's 
statement, and felt that there was danger of establish- 
ing too many outside schools. 

Special efforts should first be made, both in the coun- 
try and in the city, as in the case referred to above, to 
secure the attendance of all at the church schools. 
Then, if for any reason — distance, social position, or 
poverty — there are places where they cannot be brought 
to the Sabbath school and the sanctuary, the Sabbath 
school must be carried to them. These districts are 
often Jiterally missionary fields. They are the rough 
and stony places ; but they are not to be left unculti- 
vated. It is regarded as bad husbandry for a farmer to 
leave any such unimproved and unsightly corners on 
his premises. How much more so for the church to do 
it. If every church would extend its watch and care 
over all within a circuit of six or eight, or even five 
miles around its centre, most of the neglecters of this 
institution — if persuasive argument and any reasonable 
amount of effort can avail — might be gathered into 
the Sabbath school. 

Many of the churches are now each maintaining a 
branch or mission school. It is a centre of attraction 
around which the sympathy, the prayers, and the chari- 
ties of the church cluster. It is a portion of the vine- 
yard they are specially cultivating. We are always 
interested where we have invested our money or given 
our labor. We find it in this work more blessed to 
give than to receive. 



MISSION SABBATH SCHOOLS. 211 

Reports are made in regard to it at the Sabbath 
school concert and the church meeting. And this in- 
terest and labor all react in promoting a quickened zeal 
and a true missionary spirit upon the whole church. 
Thus is the church doing its legitimate work, — going 
out into the highways and hedges, inviting and com- 
pelling them to come in to the gospel feast. 

Some years ago there was a very interesting branch 
or mission school connected with the former High 
Street Sabbath school, Providence, R. I., taught by a 
poor, infirm woman. She was a regular and an inter- 
ested attendant at the Sabbath school and the church 
so long as she was able "to leave her home. When de- 
prived of this privilege, she induced several poor chil- 
dren in her neighborhood, who were accustomed to 
spend the Sabbath in play on the streets, to come to her 
room and receive instruction from her. 

This school, in the extreme outskirts of the city, was 
a branch of the High Street school. As such it was 
regarded by the church and all the members of the 
main school. It was always reported at the Sabbath 
school concert, and was often made the subject of 
special prayer. 

Many among our efficient and active churches have 
grown out of these mission or branch Sabbath schools. 
The Prospect Street Congregational church in Cam- 
bridgeport has formed two such churches — the Pil- 
grim, and the Chapel church — in this way. The 
Rockville church in Peabody, Tower Hill, Lynn, 
Chambers Street chapel, Boston, West Congregational 
church, Portland, Me., &c, were started as neighbor- 
hood Sabbath schools; and also the famous Lee Avenue 
church, in Brooklyn, N. Y., which was called the model 



212 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Sabbath school of the world. They were,* in most cases, 
started with this ultimate result in view. 

This kind of labor for the outskirts was begun very 
early. Indeed, almost all the earlier Sabbath schools 
were of this character. When church schools were 
established, those who became interested in the work 
began to look out the distant and destitute portions of 
the neighborhood or town. As early as 1833, the Con- 
gregational church in Pall River, in addition to the 
school at the church, sustained eight other schools in 
the town and vicinity from one to seven miles distant, 
embracing in all three hundred scholars. Some years 
ago the Congregational church in Augusta, Me., had 
seven Sabbath schools under its care. In March, 1815, 
a society was organized in Winthrap, Me., the expressed 
objects being "to discourage profaneness, idleness, gross 
breaches of the Sabbath, and intemperance." This so- 
ciety continued in operation till 1832, having, in the 
meantime, established Sabbath schools in seven school 
districts.* 

The work of mission Sabbath schools, therefore, is not 
a new enterprise that has sprung up within a few years. 
It has long proved a very important work in its reflex 
influence upon the church. There is scarcely any labor 
like this that so effectually enlists the services of the 
churches. It is a broad field for the exercise of the 
talent of private Christians. Here the longings of 
even' one to be useful will find ample scope. 

In 1859, a minister said: — 

" In one part of my parish I held a meeting, and urged 
upon the people the importance of having a Sabbath school 

* Centennial Celebration at Winthrop, Me., 1871, p. 40. 



MISSION SABBATH SCHOOLS. 213 

for their children. I then invited those who were disposed 
to favor it to remain and consult about it. Not one re- 
mained. 

" But a poor widow of seventy, the only member of my 
church in the district, felt that she could not have it so. 
She lived all alone in a retired spot, and she went from 
house to house through the neighborhood, talked with the 
parents, and invited them and their children to come to her 
house Sabbath afternoons. As the result, she soon had a 
delightful school of about thirty members. The next time 
I saw her, she was rejoicing in her school, and said, — 

" ' We have great need of some books to interest the 
children. Do you know of any way we can get some ? 9 

" I happened to have a couple of packages of children's 
books in the buggy, and when I brought them to her, she 
exclaimed, — 

" ' 0, that is just what we need. If you had given me 
as many pieces of gold, you would not have made me so 
happy. ? 

" And I believe it. That school is her meat and drink, 
and company in her loneliness." 

In 1817, the Chillicothe Association of Sabbath School 

Teachers, Ohio, says : — 

• 

" The town has been divided into eight school districts, 
in each of which there is a school, under the direction of 
competent teachers. To secure the regular attendance of 
the scholars, parents, guardians, and masters are requested 
to enter them by subscriptions for the term of one year, 
engaging to provide for them the necessary books. The 
society has under its care four hundred scholars. They 
are taught to read the Scriptures, and memorize select 
passages. They are also taught to sing the praises of 
God. The schools are brought together monthly, to sing 



214 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

in concert, and have an address from a minister of the 
gospel."* 

A Sabbath school association was formed, in the 
spring of 1841, in Marietta College, Ohio, for the pur- 
pose of establishing Sabbath schools in all the destitute 
neighborhoods within a reasonable distance, and to fur- 
nish teachers for schools already established, where 
they were needed. That summer this association con- 
ducted twenty-three schools, in which about one thou- 
sand scholars were taught. 

The Mason Street Sabbath school in Boston was es- 
tablished in 1817, by the Society for the Moral and 
Religious Instruction of the Poor in Boston. In the 
early days of this school, more than one hundred of 
the children between five and fifteen years of age could 
not tell their letters ; and one, about twelve years old, 
on being asked about Jesus Christ, replied, that she 
had never heard of such a person ! Some of them had 
never attended a place of worship till taken thither by 
the teachers of the Sabbath school. 

In 1839, at the twenty-second anniversary, it was 
stated that nearly three thousand children and youth 
had come under religious instruction in that school, 
and niore than one hundred and forty teachers had 
been connected with the school. 

* Boston Recorder, Vol. II. p. 142. 



XV. 

GATHERING IN NEW SCHOLARS. 

A great variety of plans have been adopted during 
the fifty years of our connection with Sabbath schools 
for gathering in the neglected and those that neglect 
this institution. There are probably but few places 
where this work is not still needed. 

In a large parish in the suburbs of Boston, some 
years ago, the common plan of offering rewards for 
new scholars was adopted. Almost every Sabbath new 
scholars were brought in and rewards given. One day 
a bright little girl came to the superintendent, and, 
with a discouraged look and tone of voice, said, " Mr. 

, the other children get rewards, but I can't get 

any, although I keep trying to get new scholars." 

" What is the reason you cannot get any new schol- 
ars ? " said the superintendent kindly to her. 

" Well, the fact is, I do not live in a pick-up neigh- 
borhood." 

There may be some such neighborhoods ; but the 
number, it is believed, is very small, and various expe- 
dients to bring in new scholars must still be devised. 

On addressing a school in one of our New England 
manufacturing cities, a few years ago, we suggested the 
following plan to increase their number. Let the 
superintendent appoint a class of boys and a class of 

215 



216 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

girls to visit as many as they can during the week, and 
urge them to attend. Next Sabbath let them report how 
many visits they have made, how many persons have 
promised to attend, and how many of them are then pres- 
ent. Then let two more classes be appointed in the same 
way, and keep up this measure through the season. 

In one case where this plan was adopted, the first 
two classes appointed made, during the week, sixty-six 
visits, and twenty-seven of those visited promised to 
attend, of whom twelve were present the first Sabbath 
aftqr they were invited. 

This plan was adopted in the above school ; only a 
class of young men and a class of young women were 
appointed, as the school embraced a large number of 
operatives belonging to the mills. The next Sabbath 
the young men reported that fourteen persons had 
promised to attend, and half of them were present. 
The young ladies reported that thirty-five had promised 
to attend, and fifteen of them were present. The next 
spring the superintendent wrote : "At the time of 
your visit our Sabbath school numbered one hundred 
and sixty scholars. We adopted the plan you proposed 
and have followed it ever since, and I now have the 
pleasure of reporting to you a school of five hundred 
and fifty-seven members." 

In some cases the parish has been divided into dis- 
tricts, and a committee of the teachers appointed, some- 
times of teachers and scholars, and sometimes of one 
scholar from each class, to visit, within a given time — 
a month, or week, or day, frequently the 4th of July — 
every family, and invite every member to attend. In 
this way many a school has been increased fifty and 
even one hundred per cent. 



GATHERING IN NEW SCHOLARS. 2Y1 

Some schools have appointed what they have called a 
14 vigilance committee," whose business it is to watch 
about the sanctuary and visit any places where the 
neglecters of the Sabbath school may resort, and kindly 
urge them to attend. This plan has prevented noise 
about the church, and has also been the means of increas- 
ing the schools. 

In one school in 1838, after the pastor had preached 
on the subject, a committee was appointed to circulate 
a paper through the parish to obtain the names of all 
who would join the school. This plan was attended 
with great success. In three months the school was 
increased from about one hundred, all under fifteen 
years of age, to three hundred and twenty-nine, and 
about one half of them were over sixteen years of age. 

A female teacher some years ago resolved, at the 
beginning of the year, not to go to the Sabbath school 
a single Sabbath that year, without taking with her, if 
possible, at least one new scholar. She attended fifty- 
one Sabbaths, and she brought into the school fifty-one 
new scholars who had never attended a Sabbath school 
before ! And they were also led to attend public 
worship regularly, and eleven of them were hopefully 
converted during the year. How eventful in good 
would be such a resolution by every Sabbath school 
teacher. 

A very successful device in securing new scholars 
has been the giving of an illustrated certificate to both 
the new scholars and to those who bring them in. 

In some cases the members of the infant classes are 
all invited to get new scholars, and are promised a little 
book or pretty card for every new scholar they bring 
into the school. These little ones will go directly home 



218 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

to their parents, — if they are not already connected 
with the school, — and with earnest looks and words, 
say, " Mother, or father, the superintendent says he will, 
give me a beautiful book if I will get a new scholar into 
the school. Now, mother, or now, father, won't you 
go? " Of course they will go. How can they help it? 
Many and many a parent has thus been brought in, 
whom no one else could persuade to attend. 

We visited a school in 1836 where there were several 
classes of adults for mutual instruction — one a class 
of young men. In passing round among these classes, 
we suggested the following plan for increasing the num- 
ber of .similai* classes. 

Let these classes all disband* and each member, or 
each two, form the nucleus of a new class, to be collected 
by the personal efforts of this member, or couple. In 
this way a class of six members might multiply itself 
into three or six classes, each with equal number with 
the original class. This simple plan has three important 
feature. 

1. These personal efforts to obtain new members will 
greatly increase the interest of those by whom they are 
made. 

2. A personal invitation to become a member of such 
a class will persuade many who would remain unaffected 
by a general invitation from the superintendent or pastor. 

3. Each class will have one or two experienced per- 
sons, who will be of great service in preventing dis- 
couragement and failure at the outset. 

This plan was received with much apparent interest 
by the members of the above classes ; and it was 
expected that it would be adopted and result in a large 
increase to the adult department of that school. 



GATHERING IN NEW SCHOLARS. 219 

Each class in one school selected one of its num- 
ber to constitute a committee for the school. It was 
the duty of this committee to invite all into the school 
who did not attend, and to secure, so far as possible, a 
constant and regular attendance, and report at the end 
of the month. The results were happy. The school 
was increased ; and some were brought in who had 
never before attended. 

A lad about twelve years of age found his way to a 
school from an adjoining town, where they had no 
school. The next Sabbath he brought others with him, 
and then others, till, through his influence, seven or 
eight attended from that place regularly. 

" There is a large number in this school/' says a corre- 
spondent, " who have been gathered in from the ' highways 
and hedges ' of our city ; and among them are some of the 
most promising children in the school. Many, whose parents 
are never seen in the sanctuary, are regular in their attend- 
ance there, with their teachers, and they have become so 
deeply interested, that we hope they will never forsake the 
assembling of themselves together in the house of God. 
One little girl, of this class of children, has, within the last 
year, brought in fifteen others to share with her the privi- 
leges she so highly prizes. 

" About forty of this class of children have been pro- 
vided with seats made for this special purpose, suited to 
their age, near the pulpit ; and no seats in our house are 
more crowded than these. " 

A superintendent, some thirty years ago, told his 
school one day, that he wanted some new scholars for 
Thanksgiving. Within three weeks from that time, 
forty new ones were brought into the school ! And 
twenty-five of them were obtained by one female teacher, 



220 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

who devoted the whole of Thanksgiving-da/ week to 
the work of finding them ! Thanksgiving must have 
been a joyful day to that teacher, stormy though it was. 
Some of these new scholars were so eager to attend the 
school and be there punctually at the commencement, 
quarter before nine, in the morning, that they came to 
the teacher's residence as early as seven o'clock. One 
of them, stimulated by the example of her teacher, 
herself brought in five others. So soon we see the 
second and third generations — the children and the 
children's children. 

The next year she obtained twenty new scholars. 
The next Thanksgiving-day week was very stormy. But 
this faithful teacher could not forego the happiness she 
had experienced before ; and she addressed herself again 
to her benevolent labors. The week after, she met her 
superintendent, and, with a sad countenance, said, " I 
have not succeeded in getting new scholars this year as 
I had hoped to. I made last week three hundred visits 
for this purpose, but was able to obtain only eighteen ! " 

Who can estimate the good that may result from 
these labors? Many of these children and youth — 
gathered, as some of them may have been, from the 
lanes and by-ways of the city, and from among^those 
but little favored with moral and religious training — 
may, through the influence of these labors, be saved 
from a life of sin and from becoming a curse to society, 
and trained up to become blessings to the community, 
and ornaments to the church of Christ. 

In 1851 there were fifteen Sabbath schools in the 
city of Indianapolis. In the month of September there 
were in the city seventeen hundred children and youth 
of suitable age to attend Sabbath school, and all of 



GATHERING IN NEW SCHOLARS. 221 

these but one hundred and ten were connected with 
these schools. This was probably a larger per cent, of 
attendance than could be found in any other city in the 
world. Every family was visited once a month by 
members of an association comprising of the different 
schools. The Bible classes were composed of the first 
young ladies and gentlemen in the city.* 

At a large evening meeting in a manufacturing vil- 
lage, in a front pew there were three small girls and a 
young man at the head of the pew, who was supposed 
to be the teacher, as the teachers were generally seated 
with their classes. In the course of the exercises the 
pastor said : — 

" We have a Bible to give to the one who has brought 
into our Sabbath school the largest number of scholars 
who belonged to no other school, according to our 
promise a month ago. Indeed, we propose to give 
four Bibles." 

He took a beautiful copy of the Scriptures and gave 
it to the first little girl, who had brought in twenty-five 
new scholars. He then gave another copy to the next 
little girl, who had brought in fifteen new scholars. 
He then took a small, beautiful Bible, and gave it to 
the next wee thing, who, with a great deal of effort 
and perseverance, had persuaded two or three to join 
the Sabbath school, and the good minister wished to 
reward her effort. The pastor then took up a substan- 
tial and finely-bound copy of the word of God, and, to 
our surprise, gave it to that young man, who, it seemed, 
had brought eleven young men into a new Bible class 
for young men. He was not a Christian ; and yet he 
had, in the face of the remonstrances of his whole class, 

* Family Visitor. 



222 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

come up before a whole congregation and taken his 
seat with these little children, and publicly received a 
copy of the Scriptures. Was not that a specimen of true 
moral courage ? And did not Jesus, as he saw that act, 
as in the case of the young man in the gospel, love this 
young man ? And did he not say to him, " Thou art 
not far from the kingdom of heaven ? " He had out- 
wardly, in taking his seat with those little children, 
become as a little child. 

Every school in the land should, once or twice a year 
at least, adopt some of these plans here suggested, or 
some better ones, to gather in those who are deprived 
of, or are neglecting the instructions of the Sabbath 
school. There are everywhere neglected children, a 
" sort of spiritual orphans," they have been called, 
through parental impenitence and unbelief, "aliens 
from the commonwealth of Israel, and strangers to the 
covenant of promise ; " through parental neglect starv- 
ing for the bread of life. Shall not teachers and Chris- 
tian disciples seek them out and become foster-parents 
to them, and in the Sabbath school and in the house of 
God seek for them the bread and water of life ? How 
many, thus reclaimed from ignorance and sin, have be- 
come bright and shining lights in the church, ministers 
of the gospel, and even missionaries of the cross among 
the heathen ! Then " gather them in, gather them in." 



XVI. 

THE SABBATH SCHOOL CONCERT. 

Oke of the most noticeable and attractive features 
of the Sabbath school has ever been the monthly con- 
cert. Thirty or forty years ago the concert was gener- 
ally spoken of as one of the fullest and most interesting 
meetings held, enlisting alike the interested attendance 
of parents, teachers, and children. 

A little boy, in 1830, came to his minister and asked 
if the concert could not be held once in two weeks, for 
he said that he did not know how to wait so long as 
four weeks. 

In a report from a school, in 1839, it was said : " I 
doubt if we have a stated meeting that is looked for- 
ward to with greater desire, or attended with greater 
interest, than the Sabbath school concert." 

A pastor, in 1834, said : " The children live some- 
what scattered ; yet they are so much interested that 
they go to the concert the coldest winter evenings." 
The same year there were sixteen schools under the 
care of the Congregational churches in Boston. All 
but three observed this meeting, and nearly all used to 
speak of it as their fullest and most interesting meeting. 

At the concert of one school, in January, 1835, there 
were two hundred present. Some of the children, who 
had never attended before, expressed much wonder that 

223 



224 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

they had not heard what an interesting meeting the 
concert was, and said that " nothing would tempt them 
to stay away in future." 

A pastor, in 1837, says : " The concert is one of our 
most thrilling meetings ; and, further, it is one of our 
most overflowing meetings, and most highly favored of 
heaven." 

A single fact will show the remarkable interest taken 
in the concert as long ago as this meeting was held on 
Monday evenings. " On the evening of the concert in 
October," says a report, " there was a display of fire- 
works, firing of guns, &c, in the vicinity of the vestry. 
To our great surprise and joy, most of the older pupils 
of the school, boys and girls, came in and were quietly 
seated through the whole exercise of the evening, 
apparently unmoved by the roar of the cannon and 
blaze of rockets without." 

We doubt whether the present day, with all our im- 
provements, can show an example of greater interest in 
this important meeting. 

The concert was often spoken of as an efficient aid in 
increasing the interest of parents, guardians, and the 
adult portions of the church and congregation in the 
Sabbath school cause, and of promoting the general 
prosperity of the school. It has also been the means 
of bringing out parents and others who seldom or 
never attended worship on the Sabbath. They become 
interested in the concert, and finally are seen in the 
sanctuary. 

A pastor said : " We regard the concert as having a 
most important bearing on the interests and prosperity 
of the school, and as standing at the head of many 
sacred influences, which, like leaven, are diffusing a 
"healthful energy through the community." 



THE SABBATH SCHOOL CONCERT. 225 

The concert was also often spoken of as the means 
of special religious interest in the school. In 1835 the 
Holy Spirit was sent clown upon a school. The report 
says : — 

" Yet it was most manifest that this inestimable blessing 
was obtained only through the operation of efficient means. 
These were various ; but none more happily successful than 
the efforts made to interest the teachers, scholars, and peo- 
ple generally in the concert. " 

In 1832, in a school of two hundred and four schol- 
ars, more than one hundred were hopefully converted. 
The pastor, in speaking of the influence of the concert 
and other meetings for prayer, in promoting that glo- 
rious refreshing, says : — 

" The Sabbath school concert of prayer was attended 
with special interest. A stated prayer meeting in behalf 
of the school was held Sabbath morning, between the 
ringings of the bell. Members of the church, teachers, 
and pupils came together for this purpose. If I had looked 
into the streets, and not at the hour, I might have mistaken 
the first for the second bell. It seemed as if the congre- 
gation were assembling." 

With such a spirit of prayer, the results are not so 
wonderful. 

In one town in Maine there were eight schools, and 
during one season seven of these schools enjoyed special 
religious interest. All these seven schools observed the 
concert, and also had a meeting of prayer for the schools 
Sabbath morning. The other school did not observe 
the concert, or have any season of prayer. This sin- 
gular fact was noticed with interest by the people. 

There was in the earlier days of this institution less 
15 



226 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

of machinery, less that was theatric and operatic in the 
exercises of the concert than exists in some schools 
at the present day. A few years ago we were invited 
to attend and address a concert. We found a pro- 
gramme all made out of nine songs, solos, duets, and 
choruses, and fifteen dialogues and single pieces to be 
spoken by scholars. The speakers were all young 
Misses. They came forward upon the platform, made 
their bows, and accompanied their rehearsals with all 
the gestures and other accompaniments of an academic 
exhibition. At the close, eight minutes were allowed 
the invited speaker for an address. 

Variety is always essential to an interesting concert ; 
and that existed in the earlier concerts, as it does now. 
There was perhaps less singing, but more prayer. The 
prayers were short, interspersed with the recital of 
interesting information or incidents respecting Sabbath 
schools in this and other lands ; their origin, progress, 
present condition, manner of conducting, plans to 
awaken an interest ; the condition of children in other 
countries, particularly heathen ; the reading of short 
anonymous pieces, written by teachers and scholars, on 
subjects previously given out ; in giving an account of 
the writer's own religious feelings, &c. In some in- 
stances these accounts were the first intimations that 
there were inquirers after the way of life among the 
scholars. In one school there were nine pieces writ- 
ten on the subject " Jesus Christ." In another school, 
in two years and a half, about one hundred pieces 
were written on various subjects, which it was said 
added much interest to the exercises, and helped to 
secure a good attendance. Sometimes, as is now very 
generally the case, all the scholars repeated verses, on 



THE SABBATH SCHOOL CONCERT 227 

which the pastor or superintendent would make appro- 
priate remarks. These verses were sometimes selected 
by the scholars themselves, and sometimes they were 
connected with a subject previously assigned by the 
superintendent. It was an object formerly, as it is now, to 
make the concert as attractive as possible to the chil- 
dren, — a meeting which they would anticipate with 
pleasure, and from which they would absent themselves 
only from necessity. 

A successful plan of exciting and maintaining an 
interest in the concert, extensively adopted in former 
years, was full monthly reports by the teachers of their 
classes. 

The superintendent of the Sabbath school in West 
Boylston — which was organized in 1818, — in 1821 
circulated among the teachers class-books, in which 
they were to keep weekly accounts of each scholar and 
recitation. From these class-books the superintendent 
made a monthly report to the school, and also a general 
report at the close of the season, which the pastor made 
the foundation of a Sabbath school sermon on the 
Sabbath.* 

This was regarded by some superintendents of vital 
importance to Sabbath school operations. By this plan 
the condition of each class was represented every 
month; every fact or incident worthy of notice was 
brought to view, accompanied with such suggestions 
and remarks as the teacher felt the circumstances re- 
quired, and often with warm exhortations and entreaties 
to their pupils. These reports were put into the hands 
of the superintendent, and by him arranged and read 

* Semi-centennial Anniversaiy of the Sabbath School of West Boyl- 
ston, &c. 



228 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

at the concert. " By this means," another report says, 
" we get more knowledge of the school, and have a 
fuller attendance at the concert." 

Another plan, adopted by many schools, that awak- 
ened great interest at this meeting, was for the pastor 
to give a short and familiar sermon or lecture at the 
close of the other exercises. In one instance, this plan 
excited so much interest among the people generally, 
that sometimes the children found fault because so 
many of the older people attended that all the children 
could not be accommodated. 

The time of holding the concert has varied with dif- 
ferent schools at different periods. The more general 
time has been Sabbath evening. Some hold it Sabbath 
noon, in place of the usual exercises of the school ; and 
some, of late, hold it in place of the afternoon service 
in the church. Whatever may be the opinion or feel- 
ings of any in regard to giving up the afternoon sermon, 
generally, to the Sabbath school, a public meeting like 
the concert once a month certainly has not the same 
objections that some urge so strongly in the other case. 
All the people will attend such a meeting, and the pas- 
tor is usually present to aid in its exercises, and to 
close with an address. 

A practice in former years, that had some advantages 
over that in many schools at the present time, was, that 
the short addresses or remarks that were interspersed 
among the prayers, singing, and recitations, were usu- 
ally made by those connected with the school, — the 
pastor, superintendent, and teachers, — instead of de- 
pending on some one from abroad. In this way, the 
talents of the teachers were developed and cultivated, 
and by this exercise many a teacher became a more 



THE SABBATH SCHOOL CONCERT. 229 

active helper in the church-meeting, and many a teacher 
was also lecl to see that he possessed talents that called 
him to fit for the ministry. 

While variety is necessary to give a proper spirit and 
interest to this important meeting, we need. not make 
an exhibition of the children, either in repeating verses 
or hymns, or in singing. And we should ever be 
watchful lest we overlook the great object of the con- 
cert and the school ; and any forms or machinery that 
may tend to this will endanger the best interests and 
usefulness of this precious institution. 

We should not forget the original design of the Sab- 
bath school concert. Like that of the missionary con- 
cert, it w r as a meeting especially for prayer for God's 
blessing on our Sabbath schools, and on all the labors 
of the teachers and others in connection with them. 
The object of remarks, or reports from schools, or let- 
ters from missionaries and others, should be to impart 
such information as may awaken an interest in the 
object, and direct that interest so as to inspire all with 
the spirit of devotion. 

As the concert has become so especially a meeting 
for the children, there must be, in the remarks or 
addresses that are made, more or less of incidents and 
stories to keep their attention. But they should always 
be used, not merely for the sake of repeating them to 
amuse or interest the children, but to illustrate or en- 
force some important truth or duty. 

A superintendent in 1829, finding that the interest in 
the concert was decreasing, resolved to try an experi- 
ment. During the month he collected all the facts he 
could find in the religious papers and Sabbath school 
periodicals, which showed the utility and importance of 



230 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Sabbath schools. These facts were then arranged in 
proper order, interspersed with remarks and inferences, 
and read at the next concert. The same was done the 
two following months. 

The effect was what might have been expected. At 
the next concert, w^hen the evening was so extremely 
unpleasant and stormy that he could hardly expect any 
to attend, and almost doubted whether it were best to 
go himself, he found between two and three hundred 
present. 

A pastor, in 1830, said : " The way in which the concert 
has been conducted, and which has excited so much 
interest of late, is simply this : I have read or related 
some anecdotes respecting Sabbath schools and Sabbath 
school children, which I have requested the children to 
remember until the next concert. At the next I first 
inquire of the children respecting the last meeting. I 
enter into all the particulars of the different anecdotes. 
All who have attended have been astonished at the 
quickness and accuracy with which the children answer 
the questions propounded. The children are all alive 
to attend the next Sabbath school concert. Nothing 
short of this, or some similar plan, can long sustain a 
suitable interest in any concert." 

Many superintendents, from the commencement of 
the concert, have been accustomed to spend much time 
in preparing for this interesting meeting. The plans 
devised to give attraction and interest to the exercises, 
are almost as various as are the tastes and modes of 
thinking of the superintendents. 

A marked feature in the exercises of the concert, at 
the present day, is the repetition of Scripture verses 
and poems by the scholars. Where small children 



THE SABBATH SCHOOL CONCERT. 231 

recite, unless they will speak so as to be heard over the 
house, it is better that several, or a whole class, should 
repeat their verses together, so as to give volume to 
their voices. 

In these recitations the design is to let every one, or 
most of those who are present, take a part in the exer- 
cises, and not to see how much two or three scholars 
can recite. At one concert, conducted, too, by the 
pastor, two small girls repeated each three or four 
chapters of Scripture, and probably not twenty persons 
in a large audience in the church heard scarcely as 
many words. 

The Sabbath" school in T , in 1861, held its anni- 
versary on the afternoon of Fast Day. Although the 
storms for several days interrupted some of their prepa- 
rations, yet the exercises of the school, which had all 
been arranged by the pastor, were well performed and 
very interesting. These exercises consisted mostly in 
the repetition of Scripture by individuals, by whole 
classes and by the school in concert, interspersed with 
frequent singing by the school. 

The infant class repeated " The sweetest thing/' &c. 
in eight parts. Two little girls repeated a dialogue 
about the Saviour. Then the pastor repeated several 
verses, to each of which two or three little children 
responded, one at a time, by a verse. Two classes then 
repeated, individually, the Beatitudes, the whole school 
repeated together the last, " Blessed are ye when men 
shall revile you," &c. Then the different classes, even 
to the young men and women, repeated numerous and 
appropriate verses, sometimes separately and sometimes 
in concert, on the following subjects : — the Bible, 
Industry, Honesty and Uprightness ; Peace, the duty, 



232 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

conditions, and future prevalence of peace ; Profane- 
ness, Intemperance, Oppression, and the Sabbath ; 
Beneficence, the Saviour, Heaven. At the close of the 
verses on Peace, the whole school repeated, "B]essed 
are the peace-makers." At the close of the verses on 
Beneficence, the last of which was " How shall they 
hear without a preacher," &c, the whole school repeated 
the verse, " Go ye into all the world, and preach the gos- 
pel to every creature." At the close of the verses on 
Heaven, the last of which were the description of 
heaven, the tree of life, &c, the whole school repeated. 
" Blessed are they that do his commandments, that they 
may have right to the tree of life, and may enter in 
through the gates into the city." 

The happy effect of these exercises was seen in the 
unabated attention and deep interest of the whole 
congregation. It was truly impressive to see those 
young men stand up, with so much apparent interest, 
with no appearance of a false shame or bashfulness, and 
repeat all those appropriate verses on such subjects as 
Profaneness, Intemperance, Oppression, the Sabbath, 
Industry, Honesty, &c. 

On another occasion this school had for its exercises 
the character of God, His existence, His greatness and 
majesty, His omniscience and omnipotence, His provi- 
dence, His holiness, His mercj^ and gospel invitations. 

On the first, one person repeated nine proof-texts ; 
another, the ninety-first psalm ; another, the one hun- 
dred and twenty-first psalm ; then singing appropriate 
to the subject. 

On the second, one repeated seven proof-texts ; an- 
other, twenty-three verses of the one hundred and fourth 
psalm, the whole repeating the twenty-fourth verse, " O 



. THE SABBATH SCHOOL CONCERT. 233 

Lord, how manifold are thy works," &c. ; another re- 
peated from the twenty-fourth to the thirty-fifth verse, 
the whole school repeating the last part of the thirty- 
fifth verse, " Bless the Lord, O my soul. Praise ye 
the Lord." This was followed by spontaneous singing 
of an appropriate hymn. And so on through all the 
topics. 

The more common plan has been, for many years 
past, to enlist all the scholars in the exercises. In some 
cases a promise, or invitation, or warning, or an histor- 
ical fact, — as the deluge, the offering of Isaac, the 
captivities, the crucifixion, the conversion of Paul, or 
the jailer, — or some topic, — as the Sabbath, baptism, 
the Christian graces, or fruits of the Spirit, &c, — is 
given out, and each scholar is to recite a verse relating 
to the subject. More frequently a single word, as holy 
or holiness, pride, humility, &c, and verses in which 
such words occur, are recited by the whole school. 

Books of exercises for the concert, within a few 
years, have been published, and many schemes have 
been devised, such as large representations of the cross, 
the crown, the star of Bethlehem, the anchor of hope ; 
monuments composed of various blocks, on which are 
written the different truths and doctrines of the Bible ; 
temples, &c, upon which different scholars will come 
forward and hang cards with letters that will spell out 
particular words, each scholar repeating a verse begin- 
ning with his letter. If not too complicated, and if not 
attended with too much f machinery and display, these 
representations may serve to fix the great truths repre- 
sented in the minds especially of the younger scholars ; 
and, if accompanied with suitable remarks by the super- 
intendent or pastor, may be made impressive. 



234 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

A plain Christian woman said she could understand 
" Pilgrim's Progress," but she could not understand the 
explanatory notes. And some of these attempts to 
make truth simple have been harder for the children to 
comprehend than the truths themselves, as plainly- 
taught in the Bible. A little girl returned home from 
the concert, where there had been erected a monument 
of blocks, each block representing some important 
Scripture truth, and a dove on the top to represent 
the Holy Spirit. She was full of enthusiasm as she 
described the monument, and how they made it by 
placing one block upon another. " O, mother," said 
she, " it was beautiful ! And when they got through, 
they put a hen on the top. O, mother, it was beau- 
tiful ! " 

She evidently had misapprehended the whole design 
of the representation. She saw only the material ob- 
ject, without a single idea of the great truths intended 
to be taught. A description, in simple language, of the 
various truths of which that monument was constructed, 
and of the Holy Spirit — the heavenly dove — who 
teaches us, she very likely would have understood ; but 
this display of visible objects filled her vision and occu- 
pied all her thoughts. 

This singular case is mentioned to show the need of 
great wisdom and care lest we complicate and obscure 
truth by our attempts to explain it, instead of making 
it plain to the understanding of childhood. The old, 
old story, and every truth of the gospel, should be told 
simply, as to a little child. 



XVII. 
BENEVOLENCE AMONG THE YOUNG. 

Much has been said, for some years past, on the sub- 
ject of Christian, systematic benevolence, and on the 
Christian use of money. 

Premium tracts have been published, numerous ser- 
mons preached, and the religious press has often spoken 
with emphasis on the subject. And it is believed the 
spirit of benevolence, from year to year, has in conse- 
quence been rising in the churches. 

But still many feel that we need a much higher 
standard in regard to Christian giving. There is too 
little principle about it. Many give only under the 
influence of an appeal ; they have no system to regu- 
late their charities. 

Every one knows that a spirit of benevolent giving 
can be cultivated — can be increased by a proper course 
of training. There m^st be education on this subject. 
And one reason why so many church-members manifest 
no deep, fixed principle in regard to Christian giving, is 
that their education on the subject has been neglected. 
They have never been trained and educated to give. 

It is said that the muscles with which we close the 
hand are much stronger than those with which we open 
it. Now it is the weaker, opening muscles we use in 
giving money, and the stronger ones we use in holding 

235 



236 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

on to our money. Every one can see the importance 
of a frequent use of these weaker muscles, to keep them 
supple ; else they will become so stiff and rigid that no 
call of charity can relax them. 

Now, education on this subject, as on all others, should 
begin in childhood. Then the duty and the blessed- 
ness of giving for the benefit of those less favored than 
ourselves should be taught. Then the habit of giving 
should be formed — of giving what is our own, what 
we have earned or saved. 

There is no one thing in regard to the early religious 
training of the young, next to their conversion, that we 
have considered in our fifty years with the Sabbath 
schools as so important as right instruction on this 
subject of benevolence. It is too late in manhood to 
expect that all the habits that have been strengthening 
from early life can be broken up, and new ones formed. 
Our hope is with the young. And it is delightful to 
witness the eagerness with which children will enter 
into any plan for the alleviation of human woe. Noth- 
ing so easily excites their sympathies as the story of 
pagan ignorance and wretchedness. Their hearts have 
not yet felt the deadening influence of that practical 
infidelity in reference to the condition of the heathen, 
and that spirit of selfishness, which prevails so extensive- 
ly among the more mature in years. They believe what 
the Bible says of the lost and perishing state of the 
heathen, and their charities flow out almost sponta- 
neously for their relief. 

It has long been a part of the Sabbath school system 
to train its members to form the habit of giving. At 
first their little offerings — no matter how small, if they 
were earned or saved — were brought once a quarter, 



BENEVOLENCE AMONG THE YOUNG. 237 

then once a month at the concert, and now most schools 
take a collection every Sabbath. And there are few, if 
any, exercises in which the children manifest more 
interest than in making their contributions. 

More than forty years ago, in a large school, where 
a collection was taken monthly, we used to pass round 
among the little ones, just before the collection was to 
be taken, and loan a cent to any who had forgotten to 
bring one. One of those pupils, many years after, said 
she used sometimes to leave her cent at home on pur- 
pose, that the superintendent, if he loaned her one, 
might see that she would certainly remember to pay it 
the next Sabbath. She spoke with great enthusiasm of 
her interest in these contributions. 

It has ever been a source of interest to see the 
various and often curious plans children adopt to obtain 
their money for the contribution. Going on errands, 
picking berries and nuts, holding a gentleman's horse, 
cultivating a little plot of land, raising poultry, helping 
mother, rising early in the morning, breaking some bad 
habit, &c. One little boy earned twenty-five cents by 
"sitting up straight." Two little boys in Maine got 
into a rivalry in seeing which would give the most. 
One Sabbath, Roswell brought twenty-five cents. Frank 
said he should beat him the next Sabbath. But the next 
Sabbath Roswell brought thirty-three cents ! When 
Frank, with a discouraged tone of voice, said, — 

" Well, my father doesn't let me pull gray hairs out 
of his head for half a cent a dozen, as Roswell's does ; 
and I have no baby sister to rock for so much an hour, 
as Roswell has." 

If Roswell earned all of his thirty-three cents in 
pulling gray hairs out of his father's head, there must 



238 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

have been a harvest of sixty-six dozen in one week ; 
and at that rate one would suppose it would not be long 
before all of the poor man's hairs could be easily- 
numbered. 

These contributions in our Sabbath schools have 
awakened among the members a lasting interest in the 
various objects of benevolence. Many have been led, 
through this interest, to devote their lives to the cause 
of missions among the heathen. A missionary said she 
owed it to the fact that she gave, when a little child, by 
the suggestion of her mother, a cherished article of 
clothing to the Sandwich Islands Mission that she her- 
self became a missionary to the heathen. Her dust, 
with that of her husband, now mingles with that distant 
heathen soil ; but no doubt the soul of many a Nestorian 
will hereafter gem her crown of rejoicing on account 
V of that little offering she made in her childhood. 
* The hundreds of thousands of dollars which our 
New England Sabbath schools, by their small weekly, 
collections, have sent in donations of books all over 
the great West, have been silken cords — unnoticed 
by statesmen and politicians, it may be — that have 
greatly helped to bind together these different sections 
of our great country. Few are the men and women 
now, in any part of the West, who cannot remember — 
and they can never forget — their deep interest, perhaps 
their tears of gratitude, when told in the Sabbath 
school that these pleasant and attractive books and 
papers were the gift of New England children, and 
that many of those children earned the money to make 
the gift by acts of self-denial and severe toil. 

A vigorous prosecution of this work of training the 
young to habits of benevolence will do more in bring- 



BENEVOLENCE AMONG THE YOUNG. 289 

ing forward a generation of large-hearted, liberal 
Christians than all the various plans that can be adopted 
to awaken the spirit of benevolence among adults. 
Parents and teachers have a great responsibility, and 
also great encouragement, in regard to this work. The 
man who quarries the stone in a distant mountain is no 
less really engaged in erecting the temple, than he who 
lays the stone upon the rising walls ; and the humble 
Sabbath school teacher, who instils lessons of piety 
and benevolence into the impressible mind of child- 
hood, is no less really bearing a part in the magnificent 
enterprise of converting this world to Christ, than the 
man who forsakes all the hallowed endearments of life, 
and goes forth to erect the standard of the cross amid 
polar snows or tropic suns. Indeed, many a teacher 
thus faithful has been the honored means of training 
those who have gone on this errand of mercy to the 
heathen. And the number and the character of those 
who shall hereafter go forth on this same errand will 
depend, under God, in no small degree, on the instruc- 
tion given to the young in regard to the claims which 
the heathen world, and the claims which' Christ has on 
them. 

The district secretary of the American Board for the 
Valley of the Mississippi, many years ago, said, that 
more good was accomplished for the American Board 
in awakening a missionary spirit, by the Sabbath 
school libraries sent West, than as if all the money 
those libraries cost were put directly into the treasury 
of the Board. And he gave this illustration : — 

"Louisa Ralston, or What can I do for the Hea- 
then," found its way, in connection with other books, 
through the benevolence of some Sabbath school in 



240 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Massachusetts, to L , Kentucky. This little book 

was read by the children. Such was the interest awak- 
ened among a company of fourteen or fifteen young 
girls, that they organized a missionary society on the 
plan proposed in the book. In one year and a half this 
society of fourteen or fifteen young girls paid into the 
treasury of the Foreign Missionary Society two hun- 
dred and forty dollars ! The price of that book was 
about twenty cents. 

Very early in the history of Sabbath schools, juvenile 
benevolent societies began to be formed, and they have 
existed, more or less generally, ever since. They have 
taken all sorts of names, according to the taste and 
fancy of the members. Among these names are the 
following : " Robert Raikes' Juvenile Association ; " 
" The Twig Society ; " " The Gleaners ; " " The Frag- 
ment Society;" " Sabbath School Missionary," or " Tem- 
perance Association ; " " Golden Sheaf," &c. Some 
schools select, at the beginning of the year, the special 
object they will aid. This serves to increase the inter- 
est and the amount collected. 



XVIII. 
JUVENILE MUSIC. 

Singing by the children has become a marked fea- 
ture in our Sabbath schools, both in connection with 
the weekly exercises and with those of the concert. 
Some suppose this is one of the more recent improve- 
ments that have been introduced to give interest to the 
institution. 

Much more attention has been given to the subject, 
it is true, within comparatively a few years, than was 
given in the earlier history of Sabbath schools. Nu- 
merous volumes of juvenile hymns and tunes have been 
prepared and published; and more has been done to 
instruct the young in music, and to prepare them to 
take part in the exercise of song in the school and the 
concert. 

And yet it is interesting to see how early singing by 
the children was practised in many of the Sabbath 
schools. The hymns and tunes were the same that 
were used in church, and the children did not seem less 
interested in singing them than do the children of the 
present day in those prepared especially for them. 

In what has been said about the various modes of 
conducting Sabbath schools, it will be remembered 
that singing was common in most of the earlier schools 
mentioned, as a part of the opening and closing exer- 
cises. 

16 241 



242 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

An excellent judge of music in the Theological Sem- 
inary at Andover, in a review of the " Sabbath School 
Psalmody," by Mr. Ezra Barrett, published in the 
"Sabbath School Treasury," dated March 27, 1829, 
says : — 

" I have long felt anxious that something might be done 
to promote singing in our Sabbath schools. To me it is 
one of the most delightful and inspiring acts of sacred 
devotion ; and I have no doubt it would have a most happy 
tendency could it be more generally introduced into our 
Sabbath schools, and executed with propriety, as it might 
be, by the scholars." 

A single sheet was published, in 1829, containing 
seven tunes, and three verses for each tune, for use in 
Sabbath schools.* 

It was common, as early as 1832-33, to hear superin- 
tendents say that successful efforts had been made to 
instruct the children in sacred music ; that the singing 
in the school on the Sabbath and at the concerts was 
performed by them, and that it had contributed much 
to the interest ; and that they thought it desirable that 
juvenile singing should be introduced into all the Sab- 
bath schools. A superintendent, in 1832, said : — 

" There was no exercise in which the children took so 
much delight as in singing hymns. A hymn suited to their 
capacities was chalked on a blackboard, and committed to 
memory by the whole school. This was sung, when all 
had learned it, in some simple tune adapted to the words ; 
and if the Sabbath school room may ever be said to resem- 
ble ' a little heaven below/ it was while the hundred youth- 
ful voices united in a song of praise/' 

* Boston Recorder for 1829, p. 36. 



JUVENILE MUSIC. 243 



In 1836, the Massachusetts Sabbath School Society 
began to publish hymn and tune books adapted to the 
circumstances and wants of the schools. Among these 
were " Sabbath School Songs," and "Sabbath School 
Harp," prepared by the late Dr. Lowell Mason ; 
" Juvenile Music ; " the " Sabbath School Melodist ; " 
the " Massachusetts Sabbath School Hymn Book ; " 
"Vestry Songs," &c. 

For the first eight or ten years after the establishment 
of this society, in 1832, there was hardly any subject 
connected with the management of Sabbath schools 
that received more attention, or that awakened more 
interest, than this singing by the children. A new 
impulse, it was everywhere reported, was given to the 
school by this exercise, and the interest increased from 
year to year. It was spoken of as a delightful em- 
ployment for the young. A superintendent, in 1837, 
says : — 

" An employment which, if engaged in with correct 
motives and feelings, seems more than any other exercise 
on earth to place us by the very side of those who have 
tuned their harps on high, and are now singing the song of 
Moses and the Lamb. Why may not infant voices, here in 
the Sabbath school, be made to catch the strain, and praise 
— as the redeemed will praise in heaven — the Lamb their 
Redeemer ! ff 

Another says : — 

" After the concert is over, you will hear aged fathers 
and mothers exclaim, ' Did you ever hear anything like it? 
How the little creatures did sing ! ' v 

In order to make this interesting exercise effective 
for good, the children should be reminded that the 



244 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

singing in the Sabbath school is not a mere musical 
concert or singing school, but that it is a religious 
exercise no less than praying ; and that it is as improper 
to be thoughtless and irreverent in our songs as in our 
prayers. It is the words we are to think of, and not 
merely the tune. 

A little mission Sabbath school boy, as he took a seat 
in the car, began to hum to himself, " We'll anchor by 
and by." When asked what that meant, he answered 
reverently, " I suppose, sir, it means that we shall rest 
in heaven." He was humming that Sabbath school 
song not merely for the music, but also for the words. 

Two or three hundred little children at a Sabbath 
school convention, all arrayed as for the opera, sang, — 

11 The angels are coming, 
Don't you hear them ? " 

Almost the whole audience was affected, not a few to 
tears, but many of those thoughtless little fairies were 
nudging each other, looking about and laughing, with- 
out the least evidence that they thought of what they 
were singing ; and in this, it is to be feared, they have 
the example of many older singers. 

Then, in many of our schools, comparatively few of 
the boys engage in this delightful service. A proper 
attention to these two things on the part of super- 
intendents and teachers — more thoughtfulness and 
reverence in this exercise, and the enlisting of the boys 
and all the members of the school to take part in it — 
would make this exercise a great power for good in our 
Sabbath schools. 

In some of our schools, at the present time, it is the 
practice to sing, at least once, from the book used in 



JUVENILE MUSIC. 245 

the church. This practice will serve to prepare the 
scholars, as they come forward in life, to take part in 
the singing, in public worship, either in choir or in 
congregational singing, as the case may be. 

Most of the young are now taught to sing in the 
public schools. Then, in many of our Sabbath schools, 
there are those who are accustomed to meet the mem- 
bers, before or after the regular sessions, for practice. 
All this attention to this beautiful science ought to fur- 
nish the church with all needed help in the service of 
song. 



XIX. 

TEACHING THE CHILDKEN TEMPERANCE. 

" The drunkards will never be dead, 
And I'll tell you the reason why : 
The young ones they'll grow up 
Before the old ones die." 

The jolly soldier who added this chorus to all his 
bacchanalian songs understood what he sung. There 
is philosophy in his words. He well knew, if all the 
children and youth of the land could be enlisted in the 
cause of temperance, the drunkards would all die out 
with this generation, and intemperance, with all its 
woes, would 'disappear. Many believe this can be 
done, — at least, that by this method a vast amount of 
good can be effected. 

In 1829, a correspondent of the "Sabbath School 
Visitant and Magazine" said: — 

" I perceive, by the New York papers, that something 
considerable is doing by the Sunday schools in that city in 
aid of the cause of temperance. And surely, if any cause 
of public concernment demands the entire co-operation of 
this humble yet powerful institution, it is the cause of tem- 
perance. Our efforts heretofore have had in view only those 
above the age of childhood. It was well to begin there; 
but if we stop there, we leave the work more than half 
undone. Our children may exhibit, when they arrive at 

246 



TEACHING THE CHILDREN TEMPERANCE. 247 

maturity, the sad reverse of all our reformation. If we 
would lay the axe at the root of this devastating evil, we 
must plant an abhorrence of it in the minds of the young. 
We must make upon their minds such an impression of the 
evil of intemperance, as that ardent spirits shall forever be 
associated in their thoughts with all that is detestable in 
conduct or horrible in crime." 

The Massachusetts Sabbath School Society, from its 
organization in 1832, by its various publications, and 
visits to the churches and Sabbath schools, has been 
laboring for this object. Some of the most interesting 
and effective temperance publications of the times have 
been found among its books. 

At first, the plan was to enlist the members of the 
Sabbath schools, so far as possible, in the parish or 
town temperance society; then "juvenile temperance" 
or " total abstinence " societies were formed ; then 
" cold water armies ; " and now these temperance or- 
ganizations for the young are often called " Bands of 
Hope." 

In 1832, a juvenile temperance society was formed in 
one of our Sabbath schools, which embraced almost all 
the youth. They held frequent meetings during the 
intermission on the Sabbath, and they purchased and 
distributed publications of different kinds on temper- 
ance; and it is confidently hoped that all the youth 
trained up in this way will be secured against this great 
evil of intemperance. 

,The Essex Street Sabbath school in Boston reported 
in 1836 that they had formed a " juvenile temperance 
society," and enrolled in it one hundred and fifty of the 
scholars, with the consent of the parents. In 1837, 
many schools in different parts of Massachusetts re- 



248 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

ported that nearly all the members were connected 
with temperance societies. The school in Pepperell, in 
1838, reported one hundred and fifty under fifteen 
years of age, members of the "juvenile temperance 
society." 

In 1839, special efforts in promotion of the temper- 
ance cause were made in the Tabernacle Sabbath 
school, Salem; and more than seven thousand signa- 
tures to the temperance pledge were obtained by the 
pupils of that school. Thirty members of the infant 
classes obtained from three to one hundred and fifty 
names each. In Granby, in 1842, the "Cold Water 
Army " connected with the Congregational Sabbath 
school numbered about three hundred. Thus early in 
the temperance movement were efforts made to enlist 
the young. 

The following incidents show that young children 
can thoroughly understand the total abstinence prin- 
ciples: One little boy's definition of temperance was, 
"Not to drink any rum, and but very little cider." 
Another one's definition of total abstinence was, " Not 
to taste the first drop." A little boy, hardly able to 
speak plain, when asked if he did not intend to drink 
any cider, should his father ask him to, quickly replied, 
a No, because I am a totaler." 

A little boy of six years, whose older brothers had 
joined the temperance society, came to his father one 
evening, when there was to be a temperance address, 
and made this original but significant request. 

" Pa, I want to be temperanced." His father under- 
stood his wishes, but told him he felt unable to go out 
with him to the meeting that evening. But the little 
fellow's entreaties to be temperanced were so importu- 



TEACHING THE CHILDREN TEMPERANCE. 249 

nate that they prevailed, and his father accompanied 
him to the meeting. After the address, the lad's name 
was set to the pledge of total abstinence, and he was 
thus temperanced to his entire satisfaction. And he 
understood, too, what it meant to be temperanced. 

" Mother," said little Charley, " there is going to be 
a temperance meeting this evening, and father has had 
an invitation to go ; and I want to go too. May I, 
mother?" 

" Yes, my child, you may go if your father does." 
" Mother, you look very sick, but I guess you will be 
well when father comes home, for he has been talking 
with a gentleman about drinking rum, and father al- 
most cried; and I think they are going to do some- 
thing. I mean to make father go ; mayn't I, mother? " 
" If you think it will make him any better, you may." 
" You need not be afraid about that, mother, for the 
gentleman said it would make him a great deal better." 
So little Charley went to the meeting. About nine 
o'clock, the door opened, and in ran the little boy, 
almost out of breath, exclaiming, "Mother, mother, 
father is going to be a good man, — he is, mother. 
They have made him write his name on a piece of pa- 
per which they call the temperance pledge. Now, 
mother, I guess he won't be so cross nights, and break 
all the cups and saucers, and behave so like a madman. 
Ain't you better, mother ? " 

M Yes, my child ; if this be true, I am well." 
" If he acts like my little brother, — be good a little 
while, and then be bad, — I mean to go and find that 
gentleman, and ask him to come and see him, and talk 
to him, and make him a good man." 

" Well, my child, I hope with all my heart that you 
will succeed." 



250 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

And he did succeed. And may the Lord bless him, 
and all others who try to reform. 
Here is a child's pledge : — 

" Good people, old and young, in all parts of the world, 
are joining the temperance cause. And why should not I? 
Have I not a right to ? I hope I have. I will join. Here, 
then, with heart and hand, I put my name, and declare 
myself a friend of temperance, — an enemy of all intox- 
icating drinks. I will say No to every drop. Those who 
will may laugh, but I hope never to be ashamed of my 
resolution. May the great Being above aid me ! " 

The ministry of children has often been of great ser- 
vice in the temperance cause in enlisting other children, 
and also older persons, and even their parents, and in 
reclaiming the intemperate. 

This is strikingly illustrated in the following inci- 
dent, which occurred some twentj^-five or thirty years 
ago : — 

A female teacher, feeling a desire to do something for 
the cause of Christ, resolved to collect some poor chil- 
dren into a Sabbath school, where they might receive 
religious instruction, of which they and their parents 
were then entirely ignorant. The first family she vis- 
ited was that of a poor, miserable drunkard. His wife 
and children, and everything around them, bore the 
marks of poverty, degradation, and wretchedness. 
They had four small children, only two of whom, Mar- 
tha, of six years, and her little brother Francis, of four, 
were old enough to attend school. After learning that 
clothes would be furnished for them, the father con- 
sented to let his children attend. They soon became 
deeply interested in learning about the Saviour. Al- 
though they lived a mile from church, they were usu- 



TEACHING THE CHILD REN TEMPERANCE. 251 

ally first at school. Martha was taken sick, and for 
some time deprived of the privileges of her schooh 
One morning, as she began to recover, she appeared 
unusually pleased on receiving a visit from her teacher. 
" The children," said the mother, " have been almost 
impatient for you to come ; they have a new plan in 
view. For a few days past their thoughts and conver- 
sations have been about the temperance society. Mar- 
tha has come to the conclusion that she can live all her 
days without tasting another drop, and wants to sign 
the pledge. I have tried to put them off by telling 
them I did not know that children so young were per- 
mitted to join. But they would not give it up." 

Said Martha, " O, I think if mother and Francis and 
myself join, we can persuade father to." 

" Francis," said their teacher, " do you think you can 
always refuse the sweet bottom of the glass when your 
father offers it ? " " Yes ; I will stick and hang as long 
as I live." Their names were taken, and they were 
requested to get their associates to join with them. 

Martha at once exclaimed, " I will see H. C ; I 

guess I can get her to join, for her mother drinks as 
much as pa does, and the little children surely suffer 
for victuals and clothes. O, mother, I wish we could 
get them to join the temperance society." 

As soon as she was well enough to walk out, she 

went to the house of Mrs. C . She first enlisted 

little H. in the cause ; then they told the mother about 
it, and entreated her to join. She was awakened by 
the earnest solicitations of these children ; and they 
did not leave her until she had promised to think of 
the subject. At the end of three days she put her 
name to the pledge, and ever since has been a temper- 
ate woman. 



252 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Encouraged by past success, they commenced the 
work at home. They not only begged of their father 
to put away the poisonous stuff, but daily, in secret and 
at his side, they prayed that God would give him a new 
heart, that he might love and serve Him on earth, and 
be prepared to dwell in heaven ; Francis, in particular, 
would kneel by him and earnestly beg God to give 
them all new hearts, and save his poor father from the 
drunkard's grave. 

Whenever the father came home at night under the 
influence of intoxicating liquor, cross and angry, his 
mouth was shut when he saw his little son kneeling 
with his Bible before him, begging that he would re- 
pent, for no drunkard could enter the kingdom of 
heaven. By the decision and zeal of his children he 
was silenced and confounded. Neither by flattery nor 
persuasion could thej r be made to taste one drop of 
ardent spirit, or even to take water from a glass where 
it had been used. One night little Francis was taken 
suddenly ill. His father arose and brought him some 
water. He no sooner took it than he exclaimed, " It is 
in your rum-tumbler ; I can't take it ! " When he was 
so sick that he was not expected to live, he refused to 
have rum applied externally, because he had signed the 
pledge. 

The prayers of these children have been heard and 
answered, for many months have elapsed since this 
once miserable drunkard has tasted the poison ; and it 
is hoped the prayer they now offer will also be heard, 
• and that he will yet be seen " clothed and in his right 
mind, sitting at the feet of Jesus." 



TEACHING THE CHILDREN TEMPERANCE. 253 
A LITTLE TEMPERANCE TALK TO THE YOUNG. 

When I was a boy, it used to be a great wonder to 
me why the rivers did not all run out. Have you never 
felt a similar wonder ? You stand on the banks of the 
Connecticut, for example, and see that immense body 
of water rolling past you ; and thus it has been rolling 
for generations, for centuries. Now why does not the 
water all run out, and the river become dry ? 

In the town of Glover, Vt., there was a pond, some 
years ago, from which a small stream ran that carried a 
mill. Some men, one day, cut a small place to increase 
the stream. The bank through which they cut proved 
to be quicksand ; and suddenly it gave way, and the 
whole pond ran out, and left nothing but a very small 
brook. The road now passes right through where the 
pond was. They call it the " Runaway Pond." 

Now why do not the rivers run away in the same 
manner ? Most of you probably know that, although 
the source of rivers may be of a small spring, or a 
small pond or lake, yet all along, on either side, there 
are smaller rivers, streams, brooks, and tiny rills, con- 
stantly running into them. Now if we could cut off 
all these smaller streams, and thus stop the supplies, 
the rivers would run out and become dry. 

Young friends, do you know that there is a mighty 
river rolling its dark and bitter waters through our 
land, and is carrying destruction and woe wherever 
it flows ? It is the river of intemperance. And many 
good people feel alarmed, because they think this river 
is becoming more and more swollen, and that it is 
threatening a more fearful desolation than ever be- 
fore. 



254 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

They are now asking in what way this river can be 
dried up. Like other rivers, there are numerous smaller 
streamlets constantly running into it. The only way, 
then, is to cut off these supplies, and let it run out and 
dry up. 

Some one says, " Drunkards are drinking young men 
grown up." There, then, is where drunkards come 
from. To stop the increase of drunkards, then, we 
must cut off the supply ; we must have no more 
" drinking young men." But how can we prevent 
this ? Where do the " drinking young men " come 
from. Why, they are large boys grown up ; and large 
boys are made out of little boys. Large boys and little 
boys, and large girls and little girls, are the springs, the 
little rills, the sources, from whence drinking young 
men and drinking young women come who grow up 
into drunkards. 

Now, young friends, is it not quite plain what we are 
to do if we wish to cut off all supplies to this river of 
Intemperance, and let it dry up ? In other words, if 
we would let the old drunkards die off, and have no 
more to take their place, there must be no more sipping 
little boys and girls to become tippling large boys and' 
girls, to grow into drinking young men and women ; 
then there will be nobody to grow up into drunkards. 
Is not that just as plain as that the stopping of all little 
streams will dry up the rivers, or preventing all little 
fires will prevent all large ones ? 

Now, boys and girls, good people who have become 
so alarmed at the increase of intemperance the past few 
years, are making an effort to stop it, just in the way I 
have been describing, — by cutting off all the supplies, 
— preventing, if possible, every boy and girl in the land 



TEACHING THE CHILDREN TEMPERANCE. 255 

from beginning to sip and drink, so that there shall be 
no more " drinking young men " and women to grow up 
into drunkards. 

What do you say to this, young friends ? Are you 
willing to unite w r ith us in this work ? Are you willing 
to aid in preventing all that sorrow and woe that darken 
the homes and settle down upon the hearts of the wives 
and children of poor drunkards ? 

If you would take for your next Sabbath's lesson 
what the Bible says about drunkards, strong drink, &c., 
you would be alarmed at the greatness of this sin of 
intemperance. And no one who tastes or touches or 
handles the intoxicating cup is safe. All drunkards 
were once moderate drinkers; no one ever meant to 
become a drunkard. 

The only safety, then, is to resolve, with the little 
boy, " not to taste the first drop." Will not all in this 
Sabbath school make that resolve, as a New Year's gift 
to the cause of temperance ? Such a resolve may not 
only save you from personal danger, but it will influ- 
ence others in the work of cutting off the supply of 
drunkards, so that our land may no longer be called a 
" land of drunkards." 

As I have been " reasoning of temperance," have any 
of my young friends trembled, in view of the danger 
from this evil ? Then do not, like Felix, say, " Go thy 
way for this time," but resolve now never to taste, 
touch, or handle any thing that will intoxicate. 

PRIZE COMPOSITIONS. 

A few years ago, a total abstinence society in this 
state, with which we were connected, offered prizes to 
the scholars in our high and grammar schools for the 



256 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

best compositions on the " Evils of Intemperance, and 
the Remedy." In two years, seven thousand scholars, 
in one hundred and fifty towns, accepted the offer, and 
wrote on this subject ; and one hundred and eighty 
prizes, of from two dollars to ten dollars, were awarded. 

This plan is, in some respects, one of the most 
important ones ever adopted in connection with the 
interests of temperance. It is beginning at the right 
place, with the young. All these five thousand children 
and youth who have written on the subject, have com- 
mitted themselves to the cause. The very effort they 
have made to describe and illustrate the evils of intem- 
perance, and to point out the remedy, has impressed 
them as no temperance lecture could have done. 

The amount of reading on the subject has been truly 
wonderful. All the books on the subject, in the Sab- 
bath school and public libraries, have been sought for ; 
and messages have been sent to the city for works on 
temperance and intemperance. There has been much 
conversation in the family, and all the knowledge of 
parents, and older brothers and sisters, and friends, has 
been laid under contribution to aid in this work. 
This has awakened new interest in the subject in these 
families, and especially in those in which prizes have 
been obtained. A prize of ten dollars was obtained by 
the daughter of an intemperate father, who in conse- 
quence has been reformed. All the members of these 
schools have also had their attention turned especially 
to the subject. 

Then, in nearly every town where these prizes have 
been given, there have been held public meetings, at 
which the prize compositions have been read and the 
prizes publicly presented to the successful competitors, 



TEACHING THE CHILDREN TEMPERANCE. 257 

followed by addresses. These meetings in some in- 
stances have been very largely attended. The people 
seemed to have felt honored in the honor conferred 
upon their sons and daughters. 

Then the society is selecting some of the more inter- 
esting of these prize articles for publication in pam- 
phlets, and also in permanent volumes. The committee 
of award were greatly surprised at the merit of many 
of these compositions, especially from the high schools. 
They would do credit to much older and wiser persons. 
While the subject of all was the same, there was great 
variety in the manner of treating it. Most spoke of 
the evils of intemperance upon the community, the 
family, and the individual. Some of the papers were 
replete with sound, logical argument ; some contained 
touching illustrations, and some an array of statistical 
facts. Most referred, in presenting the remedy, to the 
"woman's movement," some with hearty approval, others 
with doubts and hesitation ; some were for the most 
stringent prohibition, and others would rely wholly on 
moral means ; some would abolish the manufacture of 
spirits entirely, and others felt that the remedy of this 
great evil must be principally in the right training 
of the young. 

Many of the papers were long enough for a sermon, 
and showed a great amount of research and earnest 
thought. 

The result of all this cannot be otherwise than most 
salutary in its influence upon the writers, the families, 
the schools, and the communities where this plan has 
been adopted. 

Some there may be — and even many — who, in after 
life, when appetite or companions have tempted them, 
17 



258 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

have broken away from their early pledges. They may 
have quieted their consciences by saying that they took 
the pledge when they were so young they did not un- 
derstand what they were doing, and hence they ought 
not to be held by it. Be this as it may, there can be 
no doubt that vast numbers have been protected by 
their early pledges, and by what they then learned 
about the evil of intemperance, from the snares of this 
destroyer. 

It is true that great care and judgment should be 
used on this subject. No child should be encouraged 
to sign any pledge till he has been thoroughly in- 
structed as to its meaning and solemnity. It should be 
remembered that children are creatures of imitation; 
that they are sympathetic and impulsive. But, with 
due care, they can be confirmed very early in the right 
way. 

The late Rev. Dr. Alexander said, "It is the chil- 
dren — the children — that we want ; for are they not 
the stuff that states are made of?" No wonder some 
communities, cities, and states, with their rulers, judges, 
and citizens, are so bad, considering the bad stuff, the 
poor material, they have been made of. But a whole 
generation of children and youth, pledged to temper- 
ance and virtue, would be splendid stuff out of which 
to make splendid states. Then — 

"The drunkards will he dead, 

And I'll tell you the reason why : 
Young * totalers ' they'll grow up 
As fast as the drunkards die." 



XX. 

SABBATH SCHOOL CONVENTIONS, CELEBRATIONS, 
AND PICNICS. 

In September, 1855, one thousand Sabbath school 
teachers of Massachusetts, in answer to an invitation 
from the teachers in New York and Brooklyn, vis- 
ited those cities. They were received in the Crystal 
Palace, where were gathered many thousand children 
connected with the various charitable institutions — the 
Orphan and Half Orphan Asylums, Home for the 
Friendless, Mission Schools, &c, who were addressed 
by some of the visitors. 

Meetings were held in each city for social interviews 
among the friends of Sabbath schools, and for the dis- 
cussion of various practical subjects connected with 
the Sabbath school work. This gathering greatly stim- 
ulated all who participated in it in their labors in this 
cause. The teachers from Massachusetts returned with 
fresh zeal and interest in promoting the efficiency of 
their respective schools. 

Soon after this, Sabbath school conventions began to 
be held in different states, and now they have become 
quite common. When they first commenced, many 
supposed they were a new thing, the outgrowth and 
evidence of special interest and progress in the Sabbath 
school work. But, so far from being new, it was but 

259 



260 FIFTY YEARS WITH THE SABBATH SCHOOLS. 



the revival of a plan that had had its day, and a day 
of great success, and been discontinued. 

The Worcester North Conference Sabbath School 
Society held a Sabbath school convention in 1833. The 
next year it held a similar convention at Templeton. 
All the schools but one belonging to that county soci- 
ety were represented by delegates. The forenoon was 
occupied in hearing reports from the various schools, 
most of which had enjoyed revivals. About forty con- 
nected with the school in Athol had been hopefully 
converted ; thirty-three in Gardner, eight of whom 
were between the ages of seven and ten ; a whole class 
of twelve or fourteen young men, and all but ten of 
the Misses from twelve to twenty years of age, were 
among the number ; forty in Phillipston, six between 
the ages of seven and ten ; thirty in Templeton ; and 
one hundred in Ashburnham. 

A convention of the friends of Sabbath schools 
within the limits of Middlesex South Conference was 
held on the 18th and 19th of August, 1835, at Hop- 
kinton. There was a very general representation of 
the ministers, superintendents, and delegates from the 
various schools and churches. The exercises of the 
convention were almost precisely like those of the con- 
ventions of the present day: dissertations, essays, and 
discussions on various subjects, as " Obligations of the 
church to sustain the Sabbath school ; " " Duties of 
teachers and superintendents ; " " How shall the library 
be rendered in the highest degree useful ? " " Impor- 
tance of a department for the instruction of teachers ; " 
(and that in 1835 ! Is there any thing new under the 
sun ?) " The cultivation of a spirit of systematic be- 
nevolence in children, with special reference to the 



SABBATH SCHOOL CONVENTIONS, ETC. 261 

efforts of the day ; " " Plan for infant children's meet- 
ings ; " " The importance of systematizing truth in Sab- 
bath school instruction ; " " How shall unconverted 
parents be made to feel an interest in the Sabbath 
school ? " " How shall a Sabbath school be induced to 
read the Bible?" &c. 

At two o'clock P. M., on Wednesday, the children, 
to the number of about three hundred, were collected 
into the body of the house and addressed. 

Practical resolutions were also discussed and adopted. 
And in the discussions on some of these topics fifteen 
or twenty persons took part. 

Essex County Congregational Sabbath School Society 
held a convention in 1835, and in the account of it 
published in the periodical of the Massachusetts Sab- 
bath School Society at the time, there is an earnest 
appeal for all the county societies of the state to hold 
such conventions. 

A convention of the Sabbath schools in Kennebec 
County, Maine, was held at Hallo well in 1836, which 
was a meeting of great interest. Delegates were pres- 
ent from eleven towns. Several dissertations were 
read on specific questions, and sixteen resolutions were 
presented, accompanied with interesting and appropri- 
ate remarks. There were thirty-seven schools reported 
from seventeen towns. 

The same year, on the 24th of August, Worcester 
Harmony Conference Sabbath School Society held a 
convention at Grafton, at which most of the schools 
belonging to the society were represented by delegates, 
and there was a large attendance of pastors, superin- 
tendents, teachers, and friends of the cause. 

Among the subjects which elicited animated and 



262 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

useful discussions were the following : " What are the 
objects to be arrived at in Sabbath school instruction ? " 
" What are the obstacles to success ? " " How can the 
church be made to take a deeper interest in Sabbath 
schools ? " " How can the cooperation of parents, and 
the attendance of adults generally, be secured?" 
" What are the peculiar and appropriate qualifications 
of teachers, and what are their most prominent defi- 
ciencies?" &c. The next annual convention of this 
same society discussed, with great interest and effect, 
several other equally practical subjects. 

In all the exercises of these early conventions there 
was the greatest harmony. It is pleasant, at the pres- 
ent time, when such meetings have become so common 
through the country, to look back and see how perfectly 
those of more than thirty years ago correspond, in most 
particulars, with those of to-day. 

There is one respect in which they differed from 
many of the present conventions, and in which, we 
think, they had the advantage. They were generally 
confined to the schools of a single county or conference, 
and were consequently less unwieldy ; and they were 
also confined to a single denomination, and were conse- 
quently more unrestrained and harmonious. We have 
attended two state union conventions, where the best 
part of two sessions was occupied in an excited and 
somewhat bitter discussion of a remonstrance sent in 
by one denomination that they were not properly rep- 
resented on the offices of the convention ! At another 
state union convention, an Episcopal minister, well 
known as intensely denominational, delivered an ear- 
nest essay in vindication of the rite of infant baptism. 
At the same time the Baptists of that association were 



SABBATH SCHOOL CONVENTIONS, ETC. 263 

holding, in the same city, a Sabbath school convention 
of their own. Then there are always some strongly 
sectarian persons at such union meetings, who seem 
inclined to gain eclat by a special show of liberality, 
and they are ever referring, in their prayers or ad- 
dresses, to " this delightful scene of union, where we 
can meet on this broad Christian platform our brethren 
of different denominations," &c. All this " unpleas- 
antness " is avoided, and the meetings are less expen- 
sive, and much more effective for good, when confined 
to a smaller number of schools and those of a single 
denomination. 

For several years past the Baptist churches of Mas- 
sachusetts, and the Congregational churches of Hano- 
ver, Marshfield, Scituate, and Woburn conference, have 
adopted this plan of denominational conventions, and 
with the greatest success. These meetings are a sort 
of reunion of those especially interested in the work ; 
and there is the utmost freedom and earnestness in the 
discussion of all practical subjects relating to the inter- 
ests of their own denomination. A long experience 
and careful observation have led us to the belief that 
denominational conventions are always the most inter- 
esting and effective. 

More than forty years ago many of those interested 
in the right training of the young became alarmed at 
the noisy, riotous, and irrational manner in which many 
were celebrating our national independence. The influ- 
ences of such celebrations were seen to be injurious to 
the moral training of the young. 

This state of feeling led to the more appropriate and 
delightful mode of commemorating the anniversary of 
our nation's freedom by Sabbath school celebrations, 



264 FIFTY TEARS WITH THE SABBATH SCHOOLS. 

where the young were instructed in the great principles 
of civil and moral freedom. In the year 1836 there 
were eight or ten such celebrations among the schools 
connected with the Massachusetts Sabbath School Soci- 
ety, some of them embracing most of the children and 
youth from thirty or forty schools. In some cases they 
were Sabbath school and juvenile temperance celebra- 
tions. 

Everything was done, by singing, addresses, and 
various entertainments, that could be, to make these 
occasions interesting and profitable to all present. 

For many years a large number of schools observed 
the Fourth of July in this manner, and, in many cases, 
at the time of the celebration, or on some Sabbath near, 
took up an " independence offering," to aid in establish- 
ing and sustaining Sabbath schools in the destitute 
sections of the country. 

In 1844, these celebrations were very numerous, and 
they passed off with much interest ; and the improve- 
ments in the manner of commemorating the birthday 
of our national independence, within five or ten years, 
was truly wonderful. 

In some cases Independence Day was made the occa- 
sion of a general canvass of the parish or town to get 
in new scholars. 

In 1834, several schools were greatly enlarged by a 
general visitation of all the families within the limits of 
the parish on the Fourth of July. Large committees 
were chosen, who employed the day in presenting the 
claims of Sabbath schools in every dwelling, and in in- 
viting every man, woman, and child to become mem- 
bers. Wherever this experiment was tried, the results 
were most happy. Classes of adults were formed, and 



SABBATH SCHOOL CONVENTIONS, ETC. 265 

children and youth from the highways and hedges were 
" compelled to come in." The committee themselves, 
by their very efforts, were made more active and faith- 
ful teachers. In one family visited there were the 
parents and fourteen children. None of them attended 
the Sabbath school, though efforts had often been made 
to secure their attendance. This Fourth-of-July visit, 
however, proved successful in gaining the permission of 
the parents for some of the children to go. Soon they 
became much interested in the school. A new child 
was fitted out every Sabbath, till most of them were 
enrolled as members. Ere long those parents and sev- 
eral of their children were hoping in the mercy of God. 

In the same year, the Sabbath school society in one 
town, embracing the different evangelical schools, chose 
forty-one persons to visit, on the Fourth of July, every 
family in town. Each visitor had his particular field 
allotted to him, containing from six to ten families, and 
in such connection as to make the work of visiting 
light. Every individual, adults and children, was to be 
invited to attend the Sabbath school, leaving it for each 
one to decide where. 

The result was most gratifying. In some families, 
where, at least, much indifference was supposed to 
exist, some of the visitors -were rebuked for having 
so long neglected this department of duty, and urged 
to come again. 

This undertaking made all the families acquainted 
with the fact that they might avail themselves of the 
advantages of a Sabbath school. It served to make the 
teachers — and most of the visitors were such — ac- 
quainted with the field of their labors. It showed that 
God is with them that devise and execute liberal things, 



266 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

and that he will not fail to water them that labor to 
water others. 

These Fourth-of-July celebrations and visitations, so 
common years ago, it is believed might be revived, with 
very great benefit to the young and to the cause of 
Sabbath schools, at the present day. 

Within the past fifteen or twenty years, Sabbath 
school picnics and excursions have become a prominent 
feature of most of our Sabbath schools. Many of the 
members of the schools in our cities and large towns 
find this the only opportunity through the whole year 
to visit the country and breathe its pure and invigorat- 
ing air, and gaze upon the fresh grass and beautiful 
flowers with which our Heavenly Father has clothed 
and decorated the hills and the valleys, and upon the 
trees of the wood as they clap their hands. 

If these excursions and annual gatherings in the 
woods are properly directed, they may be made very 
useful. They may be the means, not only of keeping 
up an interest in the school, but of bringing in new 
scholars. They will show the children, too, that, at a 
proper time, and in a proper manner, the church, their 
pastor and teachers, as well as their parents, are glad 
to please and entertain them to make them happjr. 
When they see this, they may be more ready to make 
returns by their constant and interested attendance 
on the instructions of the school. 

This feature of our Sabbath school is, to a great 
extent, comparatively a modern one. Though there 
are not wanting individual cases of something like this. 

One measure in A , more than forty-five years 

ago, which produced a great amount of good feeling, 
both among parents and scholars, and did much for the 



SABBATH SCHOOL CONVENTIONS, ETC. 267 

interests of the school, was the following : An invita- 
tion was given to all the girls under sixteen years of 
age, who belonged to the school, and those who would 
unite with it within two weeks, to make the wife of 
their pastor some social, religious visits. These visits 
were made on different days, and by three divisions. 
First, all under eight years of age ; second, those 
between eight and twelve ; and third, those between 
twelve and sixteen. At the three meetings, eighty 
were present. They were entertained by infant and 
Sabbath school anecdotes, familiar religious instruction, 
&c. Some of the first division were asked if they 
belonged to the school ? They answered, " No, ma'am." 
They were then told that none were expected at the 
meeting but Sabbath school scholars. 

" But," said the little girls, " we are going to the Sab- 
bath school." The next Sabbath, a new class had to be 
formed. A similar invitation was given to the boys 
under sixteen years of age, to make their pastor a visit. 
When the hour arrived, sixty were present. It was a 
season of peculiar interest, and profit to the children", 
and was long remembered. 



XXI. 

EVILS RESULTING FROM SABBATH SCHOOLS. 

The institution of Sabbath schools, though it has 
proved to be a great blessing to the young and to the 
world, like most good things, can be perverted, and 
there are some who do pervert it. One evil resulting 
from this institution, apprehended and even complained 
of as already existing, is, that parents are making it a 
substitute for parental instruction — that they are 
throwing off responsibility upon the teachers. 

So far as this is the case, a note of alarm and of 
warning ought to be given, and it should be sounded 
]oud enough to startle the slumbering conscience of 
every parent who is guilty in this matter. 

But no one surely can regard the evil here spoken of 
as necessarily incident to this institution. The evil 
exists only where the institution is perverted. Sab- 
bath schools are designed only &s an auxiliary — a help 
to parents in the religious instruction of their children. 
It is not intended to lessen one iota of the parent's re- 
sponsibleness in this work, but only to aid him, — to 
supplement, so far as may be, his efforts. 

In reference to far the larger portion of the young, 
it is true — however lamentable the fact — that the 
Sabbath school is the only source of personal religious 
instruction they have, except so far as they receive it 



EVILS RESULTING FROM SABBATH SCHOOLS. 269 

from their pastors. They either have no parents — they 
are orphans — or they have such as concern not them- 
selves with the religious education of their children. 
Sabbath school or not, it is all the same to them. To 
these multitudes of the young, surely no one will object 
that this institution comes forward with the kind offices 
of the faithful, pious parent. 

The only ground of apprehension is, that pious par- 
ents are transferring their responsibilities to the teach- 
ers of the Sabbath school. And so far as this is the 
case, it is a serious evil, and it is a most unnatural evil. 

Sabbath schools a substitute for parental instruction ! 
Why, a parent may as well transfer to this institution 
his obligation to maintain prayer and communion with 
God in secret, or good works before men. If he is to 
throw off his obligation to teach his children the fear 
of the Lord, and to bring them up in his nurture and 
admonition, and to watch for their souls as those that 
must give account, he may as well hire a family priest, 
and commit to him the whole care of his own, and the 
salvation of his household, and give himself no more 
concern or solicitude for anything but the present life. 
And indeed this would be a far better course than to 
give up the religious instruction of his children to a 
Sabbath school teacher, who could meet those children 
only one hour in a week; for the priest could more 
fully meet the requirement, " Thou shalt teach them 
diligently unto thy children, and shalt talk of them 
when thou sittest in thine house, and when thou walkest 
by the way, and when thou liest down, and when thou 
risest up." . * 

It is not merely for the good of the children that 
God has placed this work in the hands of parents, but 



270 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

it is for the personal good of parents themselves. 
Nothing will more rapidly promote the parent's own 
growth in grace than the prayers and instructions 
which deep parental solicitude will call forth. All this 
inestimable good to the parent is lost entirely when he 
gives up his individual responsibility in the religious 
instruction of his children to the Sabbath school 
teacher. The institutions of the gospel are in har- 
mony with each other. Jerusalem is builded as a city 
that is compact together. The buildings, closely 
joined together, strengthen each other ; and the citi- 
zens, pursuing their various avocations, all help one 
another. Thus the ministry of the word encourages 
the Sabbath school, and the Sabbath school helps to 
gather the young to the house of God and prepare 
them to understand and receive the word of life. Re- 
ligion in the family also helps the teachers and scholars 
of the Sabbath schools in their duties, and the teachers 
add their prayers and faithful teachings to aid- parents 
in the training of their children. 

In the days of our Puritan fathers, the afternoon 
public exercise on the Sabbath was, in some cases, a 
catechetical one ; but this was never understood to 
supersede faithful catechising in the family, but rather 
presupposed it. And so, now, we would have every 
family to be as much as possible a Sabbath school. If 
our Sabbath schools flourish, such family religion will 
flourish ; and if such family religion flourishes, Sab- 
bath schools will flourish also. The influence will be 
reciprocal. 

An extensive observation for many years shows that 
those parents who are most faithful in family instruc- 
tion are the mo:.t faithful and successful teachers in the 



EVILS RESULTING FROM SABBATH SCHOOLS. 271 

Sabbath school. And the most numerous, the largest, 
and the most flourishing Sabbath schools are in locali- 
ties where there is the most constant preaching of the 
gospel, where there are the largest churches, and where 
families may be supposed to maintain the best Christian 
order. The church should be a city compact together ; 
the family, the ministry, the Sabbath school, and all our 
institutions of benevolence, morality, and religion, 
should stand close, compact together. 

But the Sabbath school, as an auxiliary, no parent 
will be in any great danger of overestimating. Prop- 
erly viewed, it will be found to increase, rather than 
lessen, the obligations and responsibilities of parents. 
It will furnish favorable opportunities for personal con- 
versation with children, and greatly aid the faithful 
parent in this important duty, which is so much neg- 
lected by many. 

Another evil in connection with our Sabbath schools, 
of which many complain, and, it is feared, have reason 
to complain, is that many scholars are acquiring the 
habit of studying the Bible superficially, or of neglect- 
ing a suitable preparation of their lessons. The nature 
of this evil may be exhibited by a single fact. 

The Sabbath school bell had rung, and James had 
found his Bible and question book, and was just ready 
to start for school. 

" James," said one to him, " you had better leave 
your Bible at home ; j^ou will not need that at school." 

" O, yes, I shall ; I shall want it to find the refer- 
ences." 

" But you ought to have looked those all out and 
committed them to memory in getting your lesson, so 
that you could recite them without the Bible." 



272 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

" But our teacher lets us read them. We never look 
them out till we get to school, and the teacher aeks the 
questions." 

This boy, it was found, seldom looked at his lesson 
at all till he came to recite. And the teacher did not 
require his scholars to commit any of the lessons to 
memory. All they did was merely to look out the 
references, and read them as the teacher asked the 
questions. 

Here is, indeed, a very serious evil. Should it be- 
come general, it would render the whole system of Sab- 
bath school instruction comparatively worthless. What 
would be the value of our public schools if conducted 
in this manner ? The Sabbath school certainly prom- 
ises but very little good to any where there is not, on the 
part of superintendent, teachers, and pupils, thorough 
and earnest study of the lesson. It is a school, and 
that implies study. 

Another growing evil of our times, resulting from 
Sabbath schools, is the non-attendance of children upon 
the public services of the sanctuary. 

There has been no one thing that has caused so much 
anxiety among great numbers of good people, as this 
evil, which has been so rapidly developed the past few 
years. In various ways the note of alarm has been 
given, but the evil goes on with increasing strength. 
In many of our large congregations scarcely a score of 
children will be seen at public worship. They attend 
the Sabbath school, and then turn their backs on the 
sanctuary and go to their homes ; thus we are training 
up a generation of church neglecters. 

Till within comparatively a few years, one of our 
favorite, and, as we thought, most persuasive arguments, 



EVILS RESULTING FROM SABBATH SCHOOLS. 273 

in commending this institution as an auxiliary to the 
church, has been that the Sabbath school is increasing 
the number of those who attend on her ministry. 
Whole families and whole neighborhoods, we have been 
wont to say, through the influence of this institution, 
are allured to the sanctuary. But now the Sabbath 
school is taking away from the house of God most of 
the children and youth even of Christian families, and 
leaving only a worshipping assembly of adults. We no 
longer see, as in former times, households, whole fam- 
ilies of parents and children, going in company to wor- 
ship God, as the Israelites went up in tribes to the 
temple. 

Our children are thus losing all the interesting 
associations of childhood connected with the sanc- 
tuary. Who can estimate the happy influence of the 
habit formed in early life, of frequenting the sanctuary 
every Sabbath day? There can be no substitute for a 
constant and regular attendance by young and old, on 
the preaching of the gospel. Nothing can compensate 
for the loss of it. 

It should be remembered that the pastor is ordained 
just as much the pastor of the children and youth, as 
of their parents. He is the shepherd of the lambs 
not less than of the sheep ; and nothing except the 
parents should come between him and the lambs of his 
flock. We have often said to the young, and shall 
continue to say in the most emphatic manner, " If you 
cannot go to but one, — the church or the Sabbath 
school, — go to church, whatever becomes of the Sab- 
bath school." 

What if the children do not comprehend all, or even 
but a small part of the sermon? Will any one say 
18 



274 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

they are not to be encouraged to learn anything they do 
not fully understand ? How many of them, then, must 
give up the study of grammar, and geography, and 
arithmetic, and philosophy, till they are capable of fully 
understanding them ? The importance of these studies, 
and the full meaning of everything connected with 
them, they cannot, of course, understand yet, as they 
will by and by ; and much of the instruction from the 
pulpit they may not now comprehend as they will when 
their minds become more enlightened and their under- 
standings more enlarged. And yet who has not often 
'recalled, in after life, what he heard in the house of God 
in his childhood, but did not then understand, and 
found it of inestimable value ? The wicked sea-captain, 
in his last sickness while at sea, some will remember, 
recalled the answer to the question, " What is justifica- 
tion?" which he learned in childhood without under- 
standing a word of it, and by those wondrous truths, 
now all made plain by the Spirit of God, he was cheered 
in the dying hour with the hope that through faith in 
the righteousness of Jesus Christ he had obtained 
justification. 

But little children do hear and understand more than 
we sometimes think. 

A little girl five years old, in the neighborhood of 
Boston, attended church with her parents, a few weeks 
since. The text was in Rev. ii. 4 : " Nevertheless I 
have somewhat against thee, because thou hast left thy 
first love." 

" Well, what would a child of five. years be likely to 
understand on such a subject?" 

On Monday her parents had some little conflict of 
opinion on some subject, and when the father had gone, 



EVILS RESULTING FROM SABBATH SCHOOLS. 275 

the child said, " Mother, you .mustn't forget what the 
minister said yesterday, about leaving your first love ! " 

A minister, as he took his leave of a family in his 
parish, which he was visiting, placed his hand on the 
head of a little child about two years old, and said a 
word respecting the Saviour. 

" That child," interrupted the mother, " does not 
understand anything about that subject." 

How little did that mother suspect that this single 
remark of her minister, was fixing an important truth 
in the mind of her child, never to be effaced ! 

Some months after this interview, the minister was 
in another family, and was told that this little child had 
just been there on a visit, and one day said to them, — 

" The minister has been to our house, and he told me 
that Jesus Christ came into the world to die for little 
children ! " 

This incident shows that children, at a very early 
age, often notice and treasure up whatever they hear 
on religious subjects ; and it should encourage parents 
to commence the religious instruction of their children 
early. 

Children who can attend the public school six days 
in the week and six hours a day, and then be all fresh 
for their sports, surely can attend the Sabbath school, 
and at least one service at church, one day in a week, 
without any alarming weariness. 

Another subject that should be referred to in this 
connection, is the want of proper reverence in the 
house of God, that is sometimes manifested by those 
children and youth who do attend public worship. 

We do not wish the young to have any superstitious 
regard for the sanctuary ; but there is a reverence and 



276 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

a decorum of manners that they always should manifest 
in the house of God. All play and levity should be 
avoided. Such conduct is profaning a sacred place. 

No boy would think of entering a gentleman's parlor 
without removing his hat, and maintaining propriety of 
conduct. Certainly as much regard to proper behavior 
should be shown when he enters the holy place that has 
been dedicated to the worship of the great God. 

The Psalmist says, " Holiness becometh thine house, 
O Lord, forever." 

The wise man says, " Keep thy foot when thou goest 
to the house of God." 

And the apostle says, " Attend upon the Lord with- 
out distraction." " Let all things be done decently and 
in order." 

Complaints have been made that some children and 
youth, even members of the Sabbath school, when en- 
tering the house of God, or warming themselves around 
the register, and also during divine service, are not suf- 
ficiently careful to maintain that stillness, sobriety, and 
general reverence and decorum of conduct that be- 
cometh the sanctuary of the Most High. 

A lesson on this subject can be learned from the 
heathen. 

Plutarch tells us of a Spartan youth who held the 
censer to Alexander whilst he was sacrificing. A coal 
fell upon the arm of the youth; and he suffered it to 
burn there, rather than, by crying, disturb the rites of 
their heathenish superstition. And yet how many 
thoughtless youth do many things, even when suffering 
no pain, that greatly disturb the worship of the holy 
God! 

Many are often grieved to see children and young 



EVILS RESULTING FROM SABBATH SCHOOLS. 277 

persons, in the midst of the services of the sanctuary, 
engaged in reading their library book, or " Weil-Spring," 
or in some even more improper behavior, in the house 
of God. 

Such conduct is disrespectful to the preacher, often 
annoying to worshippers around them, and very irrev- 
erent towards God. All are pleased to see the young 
interested in their books and papers at proper times, 
but never during the services of the sanctuary. 

Perhaps this subject should receive the thoughtful 
attention of the people generally. A traveller in Eng- 
land, some years ago, said, " There is one thing that I 
see in England everywhere in places of worship, that 
I long to see in our New England. I allude to the 
deep, solemn composure all over the congregation at 
the close of the service, when the benediction is uttered. 
It lasts for half a minute. Not a head is raised, not a 
foot stirs, and there is a reverence apparent." 



XXII. 

THE FAMILY. 

Under this general head we have grouped various 
scenes and incidents connected with the family, that 
have fallen under our observation, or have been sug- 
gested to our thoughts, which, though somewhat mis- 
cellaneous and disconnected, • are deemed worthy of 
preservation for the use of others. 

RELIGION AND THE FAMILY. 

Sin has spread a withering blight over all the rela- 
tions of life. Nowhere has its influence been more 
destructive than in the various relations of the family. 
And still, the united, affectionate family — even where 
the rains and dews of divine grace have never fallen — 
is one of the most verdant spots in our world. Here 
one common bond of sympathy and love binds all hearts 
together. The dear names of father and mother, broth- 
er and sister, are music to each other's ears. Each helps 
bear the other's burdens. Envy and selfishness seem to 
have so far yielded to the power of even natural, un- 
sanctifiedr affection, that the happiness of each is to see 
the others happy. This is, indeed, a comparatively 
green spot in the midst *of a surrounding desert. 

But let the rains of heaven be shed down upon this 
spot, and what a change ! A more abundant luxuriance 

278 



THE FAMILY. 279 



now springs forth on every side, and it is clothed with 
a far deeper verdure and a far richer beauty. Religion 
purifies and sweetens all the tender and endearing 
relations of such a family. It adds a silken cord to the 
bonds of sympathy and love. It diffuses a softening, 
hallowed influence among all its members ; and makes 
the good parent, the obedient child, the affectionate 
brother and sister, the amiable companion, a better 
parent, a more obedient, loving child, a more affectionate 
brother or sister, and a more amiable companion. Re- 
ligion produces such a union of feeling and sentiment 
that a discordant note seldom mars the harmony of 
their lives. If one suffer, all suffer alike with him ; and 
if one rejoice, all are made happy. 

Religion erects, too, in the pious household, an altar, 
around which all the members daily assemble with 
united and joyful hearts. The priest of the household 
now opens the sacred volume. The world for a little 
season is dismissed; every passion is hushed, every 
bosom quieted, every mind awake, and every thought 
is fixed. The words of eternal life fall upon the ear as 
if from the lips of the Almighty. The song of praise 
now unites every voice in sweet melody ; then all bow 
in solemn prayer, and offer incense and a pure offering 
to their Maker. Here, around this altar, their union 
and love are most perfect and endearing. 

" Their souls, by love together knit, 
Cemented, mixed in one, 
One hope, one heart, one mind, one voice, 
'Tis heaven on earth begun." 

If there is here below an emblem of the household 
of the blessed, it surely is the united, affectionate, 
Christian family. What power there is in that religion 



280 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

which can make such a scene in such a sin-blighted 
world as this! 

And there is efficacy in this religion, could it pervade 
every heart, to convert every family into such a scene ; 
to sweeten all the relations of kindred and friendship, 
and to change earth into heaven. God speed the day 
when all our homes shall be Christian homes. 

THE DARK CLOSET. 

Mrs. W was the mother of ten children. She 

ever sought by precept, example, and prayer, to bring 
them up for Him. The salvation of a particular child 
was sometimes a special burden upon her soul; and 
more than once, as she believed, a special answer to her 
importunities in that child's behalf was granted. For 
many years she has had the great happiness of seeing 
all her children members of the church of Christ. 

The quiet, Christian spirit of that mother, and her 
fervent prayers in the closet, were her chief sources of 
religious power over her children. She did not talk 
with them on the subject of religion directly as much, 
perhaps, as some mothers do; but there was a reli- 
gious atmosphere around her at all times. Every child 
breathed that atmosphere, and felt her influence. They 
all believed their mother to be a sincere Christian. 

One of the sons, when but a lad, became interested 
in religion. In seeking a place of retirement for his 
secret devotions, where he would be undisturbed, he 
thought of a large closet out of the spare chamber. 
That closet was the repository of blankets, comforta- 
bles, and various kinds of bedclothes. It was large, 
and without any window. When the door was shut, it 
was total darkness, — no eye but that of " Him who 



THE FAMILY. 281 



seeth in secret," could behold any one who there sought 
retirement from the world. 

In that dark closet that lad erected his altar for 
secret prayer ; it was his Bethel. And none but God 
can ever know the Bethel-seasons he there enjoyed, in 
communing with his Saviour, before he left his home to 
prepare for the work of the gospel ministry. 

Some years since, in one of his visits to his dear old 
home, as he arose in the morning, he had a desire to 
visit the dark closet, and see how it would seem to 
" shut the door and pray to his Father which is in se- 
cret," as he was wont to do in his young days. He 
opened the door, and what a scene greeted his eyes ! 
There in the centre of the closet stood a chair, and ber 
fore that chair there was a cushion in which were deep 
prints, where some one evidently was accustomed to 
kneel in secret prayer. And who could it be ? Who 
but that blessed mother who had prayed all her ten 
children into the kingdom ? 

What a hallowed spot did it seem to that son ! A 
thrill of sacred awe came over him, and a voice almost 
seemed to say, as it did to Moses of old, " Put off thy 
shoes from off thy feet, # for the place whereon thou 
stanclest is holy ground." 

We gaze with interest upon the desk at which a dis- 
tinguished author composed his works of world-wide 
fame ; at the studio of a great artist ; at the chair 
where sat a renowned statesman or hero. But what 
are all these to the prints in that cushion, where knelt 
that " mother in Israel," in her communings with the 
Saviour, and where she "had power with God"? 



282 FIFTY YEARS WITH THE SABBATH SCHOOLS. 
MINISTERS' * AND DEACONS' CHILDREN. 

Some years ago we were led to make some careful 
investigations in regard to the children of ministers 
and deacons, and also of pious parents generally. 

The special object of these investigations was to re- 
fute — as they did most satisfactorily — the oft-repeated 
proverb, that "the children of ministers and deacons 
are worse than other children." 

Our inquiries extended to all the families of Ortho- 
dox Congregational clergymen and deacons in every 
town in Massachusetts which we visited in the course 
of our labors as secretary of the Massachusetts Sabbath 
School Society, and in the neighboring towns so far as 
information could be obtained. The . results were as 
follows : — 

In two hundred and forty families of ministers and 
deacons there were eleven hundred and sixty-four chil- 
dren over fifteen years of age. Our faith in regard to 
the conversion of children under that age, we are sorry 
to say, w&s not as strong then as it is now. Of these 
eleven hundred and sixty-four children, eight hundred 
and fourteen — about three fourths — were hopefully 
pious ; seven hundred and thirty-two had united with 
the church; fifty-seven had entered the ministry, or 
were engaged in their preparatory studies; and only 
fourteen were dissipated, about one half of whom only 
became so while residing with their parents. In eleven 
of these families — four of them ministers' and seven 
deacons' — there were one hundred and twenty-three 
children, of whom all but seven were hopefully pious ; 
seven of them were deacons anji fifteen ministers. In 
fifty-six of these eleven hundred and sixty-four families 



THE FAMILY. 283 



there were two hundred and forty-nine children over 
fifteen years ' of age, and all of them were hopefully 
pious. 

Investigations similar to the above, and about the 
same time, which were made by a gentleman laboring 
in the Sabbath school cause in the state of Connecticut, 
include two hundred and seven families of ministers 
and deacons. In these families there were nine hun- 
dred and thirty-seven children over fifteen years of age, 
of whom six hundred — almost two thirds — gave evi- 
dence of piety, and thirty-six of them were in the min- 
istry, or in a course of preparation for it. Twenty 
were intemperate, but one of the parents of several of 
them were accustomed to the use of strong drink, or 
were opposed to the temperance cause. The results of 
both of these investigations united are as follows : — 

In four hundred and forty-eight families there were 
two thousand one hundred and one children over fifteen 
years of age, of whom one thousand four hundred and 
fourteen were hopefully pious ; ninety-three were in the 
ministry or fitting for it; and only thirty-four dissi- 
pated ! And all the remaining children, with very few 
exceptions, were respectable and useful citizens. 

Can results like these be obtained from the same 
number of families — taken impartially, as these were 
— of any class or profession of parents, especially of 
those who are not professing Christians? How false 
and unjust, then, the proverb, that " Ministers' and 
deacons' children are worse than other children." 

Leigh Richmond, in his directions to his children, 
said, " Never lose sight of this, that the more public 
my name, character, and ministry is become, the more 
eyes and ears are turned to my children's conduct." 



284 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

They are expected, in knowledge and circumspection, 
in religion and morals, in opinions and habits, to show 
where they have been educated, and to adorn, not only 
their profession, but their parents' principles. 

It is no doubt true that any impropriety of conduct 
in the child of a minister, or other officer or prominent 
member of the church, appears worse and becomes 
more notorious, and indeed may actually be worse, 
more aggravated, than similar conduct in the child of 
any other parent. The former child, too, if he become 
wayward, will probably be more reckless in his waj^- 
wardness, and plunge deeper into the gulf of sin and 
ruin, than the latter, because he will have to break 
over greater barriers in forsaking the path of virtue. 
But that a larger proportion of the former class of chil- 
dren than of the latter, or anything like as large a 
proportion, do become wayward, our statistics most 
clearly show is not in accordance with facts. Indeed, 
they show that there never was a proverb more unjust 
and false than the one in regard to this class of children. 

The character of the facts presented in these statistics 
is interesting, probably, beyond the expectations of 
almost every one ; and their interest will be greatly in- 
creased if we consider some of the peculiar obstacles 
with which this class of parents have to contend in the 
education of their children. 

The Sabbath — that day when everything conspires 
to aid other parents in the religious instruction of their 
children — is with the minister a day of labor, fatigue, 
and anxiety; a day in which he can command but litile 
time and but little strength, either of body or mind, to 
devote to his family. 

Again, the employment of the minister is very unlike 



THE FAMILY. 285 



that of most other parents, — the farmer, the mechanic, 
and even the merchant, — which will enable a father 
often to take his sons with him, and exert an almost 
constant influence in forming their characters. A large 
part of his time the minister must be shut out from the 
world, engaged in severe mental labor that demands 
his entire and undisturbed attention. 

But one of the greatest obstacles with which minis- 
ters and deacons both have to contend, in the religious 
education of their children, is the influence of the irre- 
ligious. This obstacle is, indeed, felt to a great extent 
by all Christian parents. 

A- clergyman, w^hose parents were not professedly 
pious, with whom we once conversed on this subject, 
said it used to be his daily study and effort, when a 
school-boy, to persuade or provoke the children of reli- 
gious parents to do things that he knew were wrong, — 
to quarrel, and swear, and lie, — -.thinking that their 
improper conduct would afford a sort of license to clo 
wrong himself. This kind of influence is exerted pecu- 
liarly on the children of ministers and deacons. Deep 
plans and combinations are often formed to lead them 
into sin. Who has not witnessed the cruel and fiencl- 
like efforts of these vile wretches who congregate and 
lounge about the drunkard's resort, to tempt this class 
of children to taste their cup of shame, or indulge in 
their other wicked practices, for the purpose of dishon- 
oring the holy religion and the profession of their fa- 
thers ? So strong is the power of ridicule and shame 
on an unsanctifiecl heart, that many a youth has been 
tempted to plunge into open sin, just that he might 
prove to his wicked associates that his father's title, 
"parson " or " deacon," which they in ridicule had ap- 
plied to him, was inappropriate. 



286 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

These are some of the peculiar obstacles with which 
this class of parents have to contend ; and yet it appears, 
from the facts contained in our statistics, that a large 
proportion of their children, through the blessing of 
God on parental instruction, are hopefully converted ; 
and they are among the most virtuous, respectable, use- 
ful members of society. That there have been instances, 
ever since the days of Eli, the priest of Israel, where 
some of this class of parents have come short in duty, 
and where their children have, in consequence, become 
wayward and profligate, no one will pretend to ques- 
tion ; but these instances do not compare, in number, 
with those that have always been occurring in connec- 
tion with any othe* and every other class of parents. 

THE CHILDEEK OF PIOUS PARENTS. 

Several years ago we gathered some facts in regard 
to the influence of Christian homes very encouraging 
to pious parents, and not less suggestive and admoni- 
tory to irreligious parents. These facts were as fol- 
lows : — 

In one neighborhood there were in, all ninety-eight 
families. Of these families, both parents in twenty- 
seven were hopefully pious ; and of their one hundred 
and twenty-five children over fifteen years of age, 
eighty-four, or about two thirds, were hopefully pious. 
Four of these children were ministers, five deacons, 
and but one of the forty-one unconverted children was 
dissipated. But his father, though a professor of re- 
ligion, was in the daily habit of using intoxicating 
drink. 

In nineteen of these families only one parent in each 
was professedly pious, and in every case but one that 



THE FAMILY. 287 



parent was the mother. Of the ninety-five children 
over fifteen years of age, in these families, thirty-one, 
or about one third, were hopefully pious, four of whom 
were ministers of the gospel. Of the sixty-four uncon- 
verted children, seven were dissipated ; but five of 
them had the example of dissipated fathers. 

In the remaining fifty-two of the ninety-eight families 
included in the investigation, neither parent gave evi- 
dence of piety ; and of their one hundred and thirty- 
nine children over fifteen years of age, only thirteen, or 
about one tenth, were pious ; and not one of these be- 
came so while living at home. Twenty-five of the un- 
converted children were dissipated. 

There were two families in that neighborhood in 
which there were ten children each. The outward cir- 
cumstances of the families were much the same. They 
both attended the same meeting on the Sabbath. The 
parents in one family, while they were moral, kind to 
the poor, and good neighbors, w*ere not professedly 
Christians ; and not one of their children has ever 
become personally interested in the subject of religion. 
The parents of the other family were members of the 
church. The domestic altar was established when the 
family was instituted, and it was ever maintained ; and 
all the ten children became members of the church, 
nearly every one while under age. Three of the sons 
entered the ministry, and two others studied with the 
ministry in view, but in the providence of God did not 
enter that sacred profession ; and two of the daughters 
became the wives of clergymen. 

In a town in Maine, some years ago, there were three 
brothers who resided near each other, all with large 
families ; in two of them there were ten children, and 



288 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

in one eleven. The parents of two of these families, 
including the one of eleven children, were members of 
the church of Christ, and maintained family prayers ; 
and they had the satisfaction of seeing all their children 
" walking in truth," and honoring a Christian profes- 
sion. The parents in the other family were not pro- 
fessedly pious. They were moral and upright in their 
dealings with men, observing conscientiously the last 
six of the ten commandments, but their hearts were not 
right towards God. They were kind and affectionate 
to their children, but they did not, by example and in- 
struction, " bring them up in the nurture and admoni- 
tion of the Lord ; " and only one of their ten children 
gave evidence of having become a child of God, and 
three of them became wayward and intemperate. 

How can we account for facts like these, without ac- 
knowledging the power of parental influence ? 

CONFIDENCE IN THE DIVINE PROMISES. 

Mr. C and his wife both made a profession of reli- 
gion soon after their marriage. They maintained the 
lives of consistent Christians, and were highly.respected 
both as Christians and as neighbors, and were much 
prospered in the pursuits of life. 

Mr. C was taken suddenly ill, when about forty 

years of age, and died, leaving his wife a widow, and 
his five children fatherless, the eldest of whom was 
fifteen. As the wife closed the eyes of the companion 
of her life and the father of her now orphan children, 
she sunk into her chair, and exclaimed, with unshaken 
confidence in the divine promises, " Leave thy father- 
less children ; I will preserve them alive." 

Some of the neighbors, who had come in out of respect 



THE FAMILY. 289 



to the departed, and to sympathize with the bereaved, 
..said. "What will become of this family of little chil- 
dren?" 

A godly deacon arose, and addressing the people, 
said : " I believe in the promises of God to such chil- 
dren. See what this mother has just said. These 
children now have this promise to rest upon ; it did not 
take effect in their case till their earthly father was 
taken away. I almost feel willing to become responsi- 
ble for their future prosperity." 

This shows the strong confidence he felt in the 
promise of God, while others were unbelieving. And 
the subsequent history of these children showed that 
his confidence was not misplaced. 

The very next year, the eldest child — a son in col- 
lege — was converted ; and three years after, another 
son, both of whom became devoted and useful ministers 
of the gospel. The three younger children were daugh- 
ters, and they all became hopefully pious successively, 
according to their ages, and at about the same age. 
The eldest and the youngest of the daughters died in 
the triumphs o£ faith, and the remaining daughter is 
now adorning her profession as an active disciple of the 
Lord Jesus Christ. 

Just as the youngest daughter was dying, she was 
asked if she could think of any passage or hymn that ex- 
pressed her views and feelings in relation to her past life. 

" Yes," she replied, — 

" ' I send the joys of earth away,' " &c. 

She dwelt on each verse as descriptive of her feel- 
ings, either in reference to her present condition, or to 
the different periods of her past life. 
19 



290 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

How surprising that any Christian, in any circum- 
stances of affliction, — with all the precious promises of 
God before him, verified as they are by the constantly 
occurring events of his providence, — should ever lack 
confidence in his heavenly Father ! How full of con- 
solation is this incident to the pious widowed mother, 
and to the orphan children of pious parents. 

* Leave thy fatherless children : I will preserve them 
alive." 

a mother's voice in prayer. 

D was, from his birth, " lent unto the Lord," to 

minister in his temple " all the days of his life." His 
early conversion, and his preparation for the sacred 
office, was the burden of parental desire and the subject 
of frequent and earnest prayers. Long and severe was 
the trial of their faith, but the promises of the God of 
Abraham kept them from despair. 

At an early age D entered college. During the 

first part of his course, his attention was frequently 
turned to the subject of personal religion. But the 
serious impressions of those seasons gradually wore 
away, leaving him, each time, apparently farther and 
farther from the kingdom of heaven. His mind became 
restless and uneasy. Sceptical thoughts respecting the 
religion in which he had been educated, now and then 
were suggested to his mind. These he began to cherish, 
till at length he had built up quite a little system of 
infidelity — a system of fashionable religion that leaves 
the feelings of the natural heart undisturbed. This he 
found perfectly congenial to his own state of mind. 
He searched the Scriptures daily, that he might defend 
the views he was endeavoring to embrace. But every 



THE FAMILY. 291 



time he sat down to this work, he found many things 
entirely opposed to his system, which he was obliged to 
wrest or reject. ' 

One day, during his last collegiate year, while engaged 
in his dreadful work, he found the Bible so inflexible — 
that its teachings were so utterly different from what he 
wished them to be — that, in a paroxysm of rage, he 
threw the sacred volume into one corner of his room, 
where it lay upon the floor, unhonored and unread, for 
six months. He then resolved to spend his life in doing 
all he could in destroying the religion of the Bible. 
Sach was the desperation and such the mad resolve of 
this young infidel. 

D 's last vacation was spent at home. One day, 

as he was amusing himself with some work of imagina- 
tion, his mother entered the room. Her expectations 
in reference to this son had so often been disappointed, 
and her hopes so long deferred, that her heart was well- 
nigh sick, and her faith almost ready to fail. His col- 
lege course was now soon to close, and a profession for 
life to be chosen, and the son of her prayers and vows 
was still unconverted. Her heart yearned over him, 
and, with all the tenderness and affection of a mother, 
she began to address him on the subject of his salvation. 
But he suddenly arrested her remarks, and said, — 

" Mother, I respect your motives, and would not do 
anything to injure your feelings ; but, I may as well 
tell you now as ever, I do not believe anything about 
this religion. It is all an imposition I " 

O, it fell upon that mother's ear like the knell of 
death, and she cried out, " O, my son, my son ! " and 
sank into a chair, sobbing aloud as though her very 
heart were broken. 



292 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

This unexpected burst of maternal grief touched, 

for a moment, the cold, infidel heart of D ; but he 

soon arose and left the house. He retired to a book- 
store, where he diverted his thoughts and amused him- 
self till he supposed " the storm had passed away at 
home," and theji returned. 

As he was ascending the stairs to the sitting-room, a 
faint, plaintive voice arrested his attention. He stopped 
and listened. It was that mother, still in the chair 
where she had fallen, amid broken sobs and many tears, 
pouring out the anguish of her soul in prayer for her 
son. That voice, like an arrow from the quiver of the 

Almighty, entered the heart of D , and he cried out 

involuntarily, " My God ! " « 

That mother's voice in prayer rang in his ear contin- 
ually. It followed him back to college ; it was with 
him in his studies, and he heard it in the visions of the 
night ; and it gave him no rest or peace till he found 
them in cordially embracing that God and Saviour to 
whose service his parents had given him with so much 
prayer and faith from his infant days. 

We have had the pleasure of standing in the pulpit 

of D , where is preached, not that fashionable, 

heartless religion that lulls the conscience into the sleep 
of death, and robs the divine Saviour of his crown, 
but that religion which represents the " natural heart " 
as " enmity against God," and holds up " Jesus Christ 
and Him crucified " as the lost sinner's only hope of 
salvation. Shall not this incident strengthen the faith, 
encourage the hope, and increase the importunity in 
prayer of every Christian parent? 



THE FAMILY. 293 



PATTERNING AFTER, MOTHER. 

Oliver Crosby was a youth sixteen or eighteen years 
of age. He was the youngest of a large family of chil- 
dren. From very early life he manifested unusual sen- 
sibility and tenderness on the subject of religion, and 
the friend whom he made his principal counsellor, and 
to whom he ever unbosomed his feelings on this subject 
with the utmost freedom, was his own dear mother. 

One clay he was reading some work on education, 
and his mother was sitting near him. At length he 
stopped, and, addressing himself to her, said, - — 

" Mother, you do not know how much you have been 
watched. When I was small, I used to watch you in 
everything }~ou did, so as to see what it was right for 
me to do. If I ever wanted to do anything that I 
thought might be wrong, I used to devise every plan to 
find out what you thought of it, and if you approved, 
I always felt safe in doing it. I never thought of going 
to father. I used to think that he had to see about 
supporting the family, and that you had everything to 
do about the soul ; so I used to pattern after you." 

" Why, my son," said the astonished mother, " what 
did you think when you saw me do things that were 



wrong ? : 



" I knew," replied the son, " that you used to say 
that you were a sinner, like other people, but I used to 
think that everything was right that you did. I could 
not believe that mother did anything that was wrong." 

The effect cf thece remarks on the feelings cf that 
mother was of cource almost overwhelming. She was 
ready to give herself up to bitter weeping when she 
found how great her influence over her children had 



294 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

been, and how little she had realized it. " Had I only 
known," she said, " that I was observed in this way, 
how differently I should have felt, especially when 
indulging in feelings that were wrong." And yet there 
are few mothers whose feelings were more uniform, and 
whose influence was more salutary, or who have wit- 
nessed greater blessings on their children. 

It is a most solemn truth that, in most cases, children 
do pattern after their parents, and especially their 
mother. Do parents generally realize this ? Do they 
think that they are watched in all their words and 
actions, in all their intercourse with each other and the 
world, and in all their conduct towards their children ? 
Do they remember that even what is wrong in them 
will be seen by the watchful eyes of their children, and 
be regarded and copied as proper and right? How can 
a parent think of this subject and not, like this mother, 
be overwhelmed, and ready to exclaim, " Who is suffi- 
cient for these things ? " But there are most precious 
promises to encourage the pious parent. " My grace," 
says the Saviour, " is sufficient for thee.' " As thy 
day, so shall thy strength be." " If any of you lack 
wisdom, let him ask of God, that giveth to all men lib- 
erally and upbraideth not, and it shall be given him." 

"HOW SHALL WE ORDER THE CHILD?" 

The prayer of Manoah, " How shall we order the 
child, and how shall we do unto him?" is- one that 
many Christian parents often feel like offering in re- 
gard to the proper training, and especially the proper 
discipline, of their children. If ever they need divine 
wisdom and guidance, it is in reference to this subject. 

Some years ago we became acquainted with the fol- 



THE FAMILY. 295 



lowing case of discipline, that may be useful to some 
parents in similar circumstances. 

Among the rules of conduct which the Rev. Mr. 
B early taught his children they must strictly ob- 
serve, w x ere these two, namely, never to take anything, 
however small, without the permission of the owner; 
and always to speak the truth. 

Henry, his oldest child, one day, when about four years 
old, saw the boys around the house where his parents 
boarded busily engaged in trundling their hoops. They 
seemed to be full of glee and happiness. The little 
fellow, as he watched their happy sports, longed to be 
a partaker with them, but he had no hoop. At length, 
as he w^ent under the shed, he espied an old iron hoop. 
He seized it with joy, and began to mingle with the 
other boys in their amusement. 

When he came in, his mother said to him, " Henry, 
where did you get that hoop ? " 

" One of the boj^s gave it to me," said he. But his 
countenance and faltering voice betrayed his guilt. 

Mrs. B , not being able at that time to give the 

subject the attention which its importance demanded, 
related the particulars, and gave him up to his father. 

Henry at length confessed that he found the hoop 
under the shed, and that he had told a falsehood. 
Thus he had broken two of the established rules of the 
family. The father told him he could not settle the 
business then, as it w r as Saturday night ; but he would 
attend to it Monday morning, and that he might think 
of it till then. 

Monday morning, after breakfast, Mr. B took his 

little boy into his study, and, without saying a word, 
tied his hands together, and then tied them to a nail. 



296 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

As he commenced doing this, the little fellow began to 
tremble and beg to be forgiven. 

"But, my son," said the father, "I cannot forgive 
sin. God alone can do that, and I must leave you here 
to settle this business with God." 

At this the child became greatly agitated; but the 
father left the room, turned the key, and went across 
an adjoining room to the stairs, so distinctly that the 
child should know that he was left alone. As the key 
turned, Henry gave two or three distressing cries, and 
all was silent. 

The father waited fifteen or twenty minutes with the 
greatest solicitude, and returned. As he entered the 
room, the little boy stood with his eyes cast down, 
looking very pensive and sad, and so absorbed in 
thought that he seemed not to have noticed his father's 
return.' 

"My son," said the father, "has God forgiven you?" 

"I don't know. How shall T know, father?" 

" Why, my son, if you are really sorry that you have 
sinned, if you trust in the Saviour for pardon, and are 
resolved never to do so again, you may hope that God 
has forgiyen you. But, my son, how shall 1 know that 
you have asked God to forgive you ? You have once 
told a falsehood; how shall I ever again know when 
to believe you?" 

The broken-hearted child immediately dropped on 
his knees, and, raising his little hands, he offered up to 
his heavenly Father his simple, child-like petitions for 
forgiveness. This was too much for a parent's eye to 
witness, or his heart to endure. 

The father untied the penitent child, now tenfold 
dearer to him, if possible, than ever before, freely for- 



THE FAMILY. 297 



gave him, so far as he had offended him and violated 
the rules of the family, and then sent him to his mother, 
to seek her forgiveness also. 

That child was never afterwards known to indulge 
in the least equivocation. Years afterwards, whenever 
he wished anything, he would say, " Father, I should 
like such a thing, if you think it is best." 

This single case of discipline, though it was truly 
affecting, and must have been peculiarly so to that 
parent's heart, may prove the salvation of the child. 
Tt may instrumentally save him from bringing his par- 
ents down broken-hearted to the grave, and of plunging 
his own soul into the gulf of despair. 

a mother's bitedex cast OX JESUS. 

" Cast thy burden upon the Lord, and He shall sustain thee." "Casting all 
your care upon Him, for He careth for you." 

These precepts are strikingly illustrated in the. fol- 
lowing simple narrative \ — 

Mrs. L is the mother of a large family of chil- 
dren. Having given herself to the Saviour, she ever 
sought to " bring her children up in the nurture and 
admonition of the Lord," and she was afterwards sus- 
tained and cheered in her advanced years, as she had 
long been, in seeing all her "children walking in truth.'' 

Several years since, one of her younger sons went to 
a Western city to commence a course of study for the 
ministry. Three of her sons were already in different 
stages of preparation for that sacred office. This son 
was to proceed by land to the place of his future home, 
and his baggage, containing most of his clothes and 
books, was to be sent in a large box by water. 

A part of the evening previous to his departure, he 



298 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

with the other children was absent from home, and the 
mother was engaged in packing that box ; and a mother 
only can tell the feelings with which she undertakes the 
sad yet pleasant office. Her son, still in early youth, 
with the morrow's light was to leave the parental roof 
to seek a home among strangers. As she dwelt on 
this important era in his history, at length parental 
solicitude suggested to her mind the possibility that 
this box, with its precious treasures, might never reach 
her son. This suggestion raised a tempest of anxious 
thoughts : " What would my poor child do shoidd it be 
lost ? How he would suffer, far away from a mother's 
care, without these articles I have toiled so many long 
evenings to prepare for his comfort. They must not, 
they cannot be lost ! " 

Thus, for a time, she bore all this burden alone, 
and it well-nigh crushed her aching heart. At length 
she % said, " Why should not I cast this burden upon my 
Saviour? Why not tell Him of my sorrows? ' She 
fell upon her knees, and poured her complaint into the 
ear of her sympathizing Saviour. 

She again resumed her work, but the burden was 
still upon her heart. Again she prostrated herself at 
the Mercy-seat, but no light came to her mind, when, 
for the third time, she knelt beside that box, and ear- 
nestly sought submission to her Father's will. And 
now her Saviour, who had so often appeared for her, 
interposed in her behalf, saying, " Daughter, thy tears 
are seen ; thy prayer is heard. According to thy faith 
be it unto thee." 

That burden was now removed, and she was able to 
say " Thy will be done,'' and she felt a sweet assurance 
that her prayer had been heard. She cheerfully finished 



THE FAMILY. 299 



her work, and then commended anew that precious 
treasure to her Saviour. Ever after she felt a confi- 
dence that His eye would watch over it, and that He 
would bring it in safety to the hand of her child. 

The next morning that son, having been commended 
at the family altar to a faithful God, took a tender leave 
of kindred and home, and commenced his long journey 
to a land of strangers. His box was also started on its 
still longer and more adventurous tour, but its safety 
was insured by a mother's prayers and a Saviour's 
promise. 

At length a letter brought the strange news that the 
box had not arrived, and that the boat, on which it was 
probably shipped at New Orleans, had been wrecked on 
the great western river. This was strange news, indeed, 
to the mother ; but still she trusted in her Saviour's 
faithfulness. Other letters from time to time came, 
detailing the inconvenience, and almost suffering, this 
loss had occasioned the absent son. 

Several months after the boat was wrecked, and the 
son had given up all hope in regard to his lost treasure, 
one day, to his great surprise and joy, it was brought 
safely to his room. He learned that the boat, on which 
it was shipped at New Orleans, was wrecked hundreds 
of miles from him, and the baggage on board was 
mostly lost. But his box, under the guidance of a 
watchful providence, was borne upon the bosom of the 
river, and landed safely upon the shore. 

" But will it be found ? And if found, will it not 
fall into the hands of those cruel wreckers, who fatten 
upon the losses of others ? " 

Yes, it will be found, and it will be protected ; for 
that mother's prayers have insured its safety. All the 



300 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

waters of that mighty river, and all the avaricious men 
that swarm along its shores, cannot countermand the 
Saviour's purposes in regard to it. As a protector was 
divinely guided to the Hebrew infant among the flags 
of the Nile, so an honest man, a protector, is directed 
to this lost treasure upon this western river's bank. 
The directions, though so long exposed to the floods 
and the storms, he finds uneffaced, and at once sends it 
on its way. After a few days its adventurous wander- 
ings are completed, the mother's faith is sufficiently 
tried, and it is safe in the possession of its owner, its 
contents all in the same good condition as when that 
anxious mother wept over them, closed so carefully 
every chink, and in faith committed it to the care of 
her Saviour. 

Anxious mother, burdened Sabbath school teacher, 
careworn disciple, " cast your burden — all your cares 
— upon the Lord, for He careth for you." 

HOW DR. BELL TRAINED HIS BOYS. 

Dr. Bell believed in boys. He had seven of his own. 
He believed, with Abraham, in the duty of " command- 
ing his children and his household," and in the Solomon 
mode of family discipline ; but, while he ever insisted 
on prompt and implicit obedience from his children, a 
look was generally sufficient to secure it. The rod 
was, like his lancet and some of his deadly poisons, 
only for extreme cases, which seldom occurred. No 
child ever thought of hesitating, or asking " Why ? " 
when a command was given. 

Dr. Bell believed in treating his boys as associates, 
and not as slaves. He was ever ready to talk with 
them, and to enter into all their plans, and show an 



THE FAMILY. 301 



interest in whatever interested them. He was once a 
boy himself ; and he had not forgotten, as a great many 
seem to, how a boy feels and what a boy wants. 

When his eldest son was about three years of age, 
Dr. Bell purchased a large farm at Hillside, in one of 
the finest agricultural towns in Central Massachusetts. 
He was led to this both from his own love of agricul- 
ture, and because he felt that the farm was the best 
place for the early training of his boys. , 

This farm w^as pleasantly situated, about half a mile 
from a village. The panoramic view from the large 
farm-house, with its cluster of barns and various out- 
houses, was called one of the most beautiful in the 
state. The village, in its natural appearance, was a 
little gem in the centre of a small valley, surrounded 
with verdant fields and gentle slopes. But morally, 
this village was much like the " cities of the plain." The 
evil spirit of rum ruled in almost every family. Many 
of that generation have gone to the drunkard's grave, 
some in their youth. 

On all public occasions the men and boys of the 
village and of the surrounding country there congre- 
gated, and gave loose to almost every wicked passion. 
On " Election Day " — the chief and well-known holiday 
of those times, and then more observed in Massachu- 
setts than the Fourth of July — it was a scene of riot- 
ing and confusion. Shooting-matches, horse-racing, the 
bowling-alley, cock-fighting, profanity, and drunken- 
ness were the employments of the day. What a neigh- 
borhood in which to train a family of boys ! There was 
no Sabbath there, and a God was scarcely acknowledged 
except in oaths. 

Dr. Bell showed no little wisdom and tact in mana- 



302 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

ging his boys on these occasions. All other boys went 
to the village ; and how coulcl he safely deny his from 
doing what all others did? He well knew that, should 
he take such a course, without providing' some other 
amusement at least equally attractive, they would be 
likely to become impatient of restraint, and by and by 
seek to break away from his control. 

When Dr. Bell first began the practice of medicine, 
he procured a lad to attend his horse, go on errands, and 
help about the house. In a few days this lad was taken 
with that distressing illness for which the doctor had 
among his medicines no remedy — homesickness ; and 
he ran off home to his grandmother. The good old 
lady, perhaps, never experienced that kind of illness, 
and did not know how to sympathize with the poor 
child ; and, giving him a good grandmotherly scolding, 
she sent him back. 

In a day or two he was home again, feeling worse 
than before. Grandmother sent him back once more, 
with the assurance of what he well knew how to dread, 
if he returned again. 

This threat aroused all the wicked there was in him, 
and he burst out, in the midst of his sobs, and his 
words a little mixed : " Well, when I get to be a big boy, 
I guess I shall come when I go, and please when I'm a 
mind to, for all nobody." 

Dr. Bell well knew that his boys, if restrained from 
the amusements which all other boys enjoyed, — if he 
simply forbade their going to the village, and left them 
to find their means of recreation as best they could, — 
might for the time being hush down their sense of 
oppression arid wrong; but they would say in their 
hearts, if not in words, " When we are older we 



THE FAMILY. 303 



shall come when we go and please when we're a 
mind to." 

But how did Dr. Bell meet the emergency ? As soon 
as his boys became large enough to think of the attrac- 
tions of the village, he at once said, " I must provide 
something for them more attractive." He sent invita- 
tions into town, three miles distant, where the family 
attended church on the Sabbath, to the sons of the 
minister and of four or five other families with whom 
they were especially familiar, to spend Election day at 
Hillside Farm. The} r all gladly accepted the invitation, 
and there was a company of twenty or twenty-five boys 
gathered to celebrate the great holiday. No labor or 
expense was spared in providing entertainment and 
every kind of amusement for this young and happy 
party. 

And what should be their amusements? Should 
they be left to themselves to devise them as best they 
might? No. Dr. Bell entered into all their scenes of 
recreation with them. When one amusement began to 
lose its power to please, he would suggest another. 
When they played ball he kept tally. And how it 
thrilled every young heart when he occasionally lent a 
helping hand, and united with them in some favorite 
sport of his boyish days. 

According to the universal custom of those days — 
a custom at which we are now amazed as we think of it 
— all the men and boys, and even many women and 
girls, partook, on all joyous occasions, of the social glass, 
and Dr. Bell brought out to his young friends the tall 
fluted glass of lemon punch ; and the good mother, who 
fully entered into all the plans of her husband in the 
right training of their children, did her best to prepare 



304 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

an attractive dinner, in which the huge plum-pudding 
and the shiny "Election cake" were prominent. 

Few companies of boys ever enjoyed election as did 
this one at Dr. Bell's Hillside Farm. When they 
separated at the close of the day, it was with the most 
enthusiastic declarations. " What a good time we have 
had ! " " Splendid ! " " Capital ! " " No boys ever had 
a better ! " &c. Not a boy of Dr. Bell's but was more 
than satisfied with their father's plan of keeping elec- 
tion ; not one who ever again wished to be with the low 
rabble at the village. 

The next year this party of boys all spent their elec- 
tion at the parsonage, and had a good time ; the next at 
Esquire T.'s ; and so on. They went round about once 
and a half, when they were old enough to find their 
amusement in some other rational way, and unite in 
social visits with their sisters. 

And then, when the young people who had attended 
the dancing-schools, and spent their earlier holidays at 
the village and the tavern, united in a sleigh-ride and a 
ball, Dr. Bell was ever ready to propose a ride for his 
children. They always saw that it was not to avoid 
expense, if they were not permitted to unite in the 
amusements of others, but it was their father's wish 
to shelter them from temptation to evil. 

Dr. Bell's mode of training his boys proved a happy 
success. Before he was called to leave his ten children 
fatherless, he and his praying wife had the great pleas 
ure of seeing all of them choosing God as their " father, 
. and the guide of their youth ; " and half of them 
enter the sacred office as ministers, or the wives of 
clergymen. 



THE FAMILY. 305 



EFFECTS OF PARENTAL INDULGENCE. 

The sad effects of the improper indulgence of chil- 
dren, the neglect to exercise proper parental authority 
in restraining them from wrong, and in bringing them 
up in the nurture and admonition of the Lord, are 
strikingly seen in many examples given us in the 
Scriptures. 

Look at the domestic trials of David. See him flee- 
ing for his life from a rebel son, who seeks the paternal 
throne at the price of a father's blood. We learn the 
cause of these severe trials in what is said of Adonijah, 
another rebel son, who also had exalted himself to be a 
king, and usurped the throne in his father's old age. 
"His father had not displeased him at any time, in say- 
ing, Why hast thou done so ? " Such indulgence 
never did, it never can, secure filial respect, love, and 
obedience. Look at the awful judgments sent upon 
Eli and all his family, in consequence of his neglecting 
the exercise of parental authority. His sons "were the 
sons of Belial." They made themselves vile, and the 
father restrained them not. "Their sins were very 
great before the Lord," and they called for the most 
rigorous and severe exercise of parental authority. 
Instead of this, the indulgent father, when he heard of 
their vile conduct, mildly says, "Why do ye such 
things? For I hear of your evil dealings by all this 
people. Nay, my sons, for it is no good report I hear." 

This afflicted father, for his cruel lenity, must not 
only suffer by seeing his sons making themselves vile, 
but he must be pained to the very heart by a message 
from God, that his sods are to be slain by the sword, as 
a judgment upon himself for not restraining them from 
20 



306 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

sin. And to make his affliction still more severe and 
intolerable, he is told that this iniquity of his house 
shall not be purged with sacrifice or offering forever. 
O, with what bitterness of soul must the father reflect 
that his own indulgence had not only caused " men," 
by the sins he had neglected to restrain, " to abhor the 
offering of the Lord," but had also caused the prema- 
ture and violent death and everlasting ruin of his 
children. 

How different would be the state of many families 
in our day, which are now scenes of unhappiness, con- 
fusion, and discord, were parental authority properly 
maintained; were parents, like Abraham, to command 
their children and their households after them. 

The happiest families, the most affectionate and duti- 
ful children, are those where the most perfect and un- 
conditional submission to parental authority is main- 
tained. Indulgence at the expense of authority always 
begets disrespect and insubordination. 

Why do so many parents of the present day affect to 
lightly esteem, or even ridicule, the advice of the wise 
king of Israel, — advice given, too, under the special 
guidance of the Holy Spirit, — " Correct thy son, and 
he shall give thee rest ; yea, he shall give delight unto 
thy soul. Thou shalt beat him with the rod, and shalt 
deliver his soul from hell " ? 

With what eloquence will these passages enable 
parents to describe to their cjiildren the reasons why 
they insist on their obedience, and do not indulge them 
in all their childish and unreasonable whims. They 
can show them that however trying to parental affec- 
tion, they must restrain them from sin and disobedience, 
or break themselves the commands of God, and incur 
his awful displeasure and judgments. 



THE FAMILY. 307 



There is a strong conviction in the minds of many 
that family government has, of late years, greatly de- 
clined among us ; that indulgence has taken the place 
of authority. Many of our public school teachers 
assert that it is far more difficult to govern their schools 
and secure the obedience of their scholars, than it used 
to be in former years. And they attribute this to pa- 
rental indulgence, and a want of the proper exercise of 
authority in the family. The influence upon the com- 
munity at large of a decline in family government must 
be most baneful. 

INCONSIDERATE THREATENING. 

Henry B , when a little boy about three years 

old. accompanied his father and mother on a visit to his 
grandparents. He was of just the age to attract notice 
and be petted. His grandfather called him his little 
man, and dandled him on his knee ; his grandmother 
covered his cheeks with kisses, and filled his hands with 
sweetmeats ; and many were the marks of attention 
and little presents by which his uncles and aunts ex- 
cited his sweet smiles and won his young affections. 

This was a gladsome day to little Henry. For many 
weeks after his return, the sweets of that visit were 
made almost the ou\j theme of his chatter. Among 
the presents which endeared to him his uncles and 
aunts, was a tiny bow and arrow. For hours he would 
amuse himself in the yard in shooting at flies, many of 
which he greatly frightened. At length he began to 
fire in the house, with no small danger to the windows, 
and to the eyes of his baby brother. His mother 
showed him the danger, and told him he must not do it 
any more. This he soon forgot, and began again to 



308 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

fire at the marks and flies on the walls and the ceiling. 
His mother saw it, and, without any consideration, told 
him if he did it again she should burn his bow and 
arrow. 

Henry's memory was rather short, especially in rela- 
tion to anything that interfered w r ith his play. In a 
few clays he again resumed his favorite amusement in 
the house, as if no danger had been threatened to his 
bow and arrow. His mother reminded him of what she 
had threatened. 

Poor Henry ! He knew his mother never broke her 
word ; yet he pleaded as for his life, and promised not to 
disobey again. Till now the mother was not aware how 
much he valued his bow and arrow. * She did not know 
that it had become the idol of his heart. She now 
regretted that she had spoken so inconsiderately, with 
so little reflection as to the consequences. But she 
could not recall her word, or commute the penalty, 
without injuring parental authority. 

As she cast the toy into the flames, poor Henry 
clasped his little hands, and walked to and fro before 
the fire in the greatest agony. He watched the idol 
object till it broke asunder and fell among the embers ; 
then, with a deep-drawn sigh of despair, as though his 
very heart were broken, ar,d casting an anxious look 
into the face of his mother, whose heart was also ready 
to burst, he exclaimed, — 

" There, it's all gone ! " And long did he mourn 
under this infliclion, and refuse to be comforted. 

No one who has never felt the same can conceive that 
mother's feelings. Gladly would she have fasted days, 
could she have recalled that rash threatening, and have 
restored to her distressed child the object so dear to his 



THE FAMILY. 309 



little heart. She did not reproach herself because she 
had prohibited firing in the house ; that prohibition was 
proper. Neither because she had threatened punish- 
ment in case the offence were repeated. Henry's dis- 
obedience deserved punishment, perhaps as severe as 
was inflicted. But that mother did reproach herself 
for the inconsiderateness with which she threatened the 
punishment. She did not stop to think of the conse- 
quences of its infliction. She did not stop to choose 
the kind of punishment that would best answer the 
purpose for which it was intended. 

For many years that event was fresh in the recollec- 
tion of that mother. There was hardly an act of her 
whole life, as a mother, that she so much regretted. 
She said, — 

" Parents should reflect before they threaten punish- 
ment, and ponder well the consequences of its ex- 
ecution." 

This is a remark of wisdom. By not acting in ac- 
cordance with it, many parents acquire the habit of 
threatening unnatural punishments, which they never 
dream of executing. By such false declarations they 
sin against God, destroy in the minds of their children 
all respect for their authority, and all confidence in 
their word, and all regard to truth themselves. 

DECEIVING CHILDBED 

It is a very unwise and pernicious practice with some 
parents to use deception in seeking to influence and 
govern their children. This practice, like frequent and 
inconsiderate threatening, is soon understood by the 
children, and loses its power to influence them. 

Dr. Bell was called to visit a sick boy twelve years 



310 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

of age. As he entered the house the mother tock him 
aside, and told him he could not get her boy to take any 
medicine except he deceived him. 

" Well, then," said Dr. Bell, " I shall not give him 
any. He is old enough to be reasoned with." 

He went to the boy, and after an examination, said 
to him, " My little man, you are very sick, and you 
must take some medicine. It will taste badly, and 
make you feel badly for a little while, and then I ex- 
pect it will make you feel better." 

The doctor prepared the medicine, and the boy took 
it like a man, without the least resistance ; and he would 
take from his mother anything the physician prescribed, 
but he would take nothing else from her. She had so 
often deceived him, and told him " it was good," when 
she gave him medicines, that he would not trust to 
anything she said. But he saw at once that Dr. Bell 
was telling him the truth, and he trusted him. He 
knew, when he took the bitter draught, just what to 
expect. 

A mother came with her boy, eight or ten years old, 
to a dentist. The little fellow had for clays been suffer- 
ing all the cruel pains of the toothache. She had used 
in vain every possible influence to induce him to go 
with her and have the offending tooth extracted. But he 
could not forget that she had once before persuaded him 
to have an aching one removed by assuring him that it 
would not hurt him much. But O, how it did hurt 
him ! She deceived him then, and he would bear the 
pain rather than be so deceived again. Had she at first 
frankly told him it would hurt him, but it would be 
only for a minute, and he must be brave and bear it 
like a man, it would all have been well. But the suffer- 



THE FAMILY. 311 



ing at length became so terrible, that he was induced by 
his mother's new methods of deceiving him, and by her 
promises of rewards, to go with her again to the place 
of torture, as he regarded it. 

He had no sooner reached the dentist's office than the 
tooth ceased to ache, and he resisted every effort of his 
mother to have it extracted. He screamed, and fought, 
and struggled, till the dentist, wearied with the delay, 
and out of patience with this exhibition of bad training 
or want of government, said to the mother, " Madam, 
do you want me to extract that boy's tooth ? " She 
replied that she did ; when he quietly took the boy, 
before he had time to suspect what he was going to do, 
placed his head firmly between his knees, and removed 
the tooth. The un governed child, as soon as he was 
released, ran round the room, screaming, " You shan't 
pull it ! you shan't pull it ! " 

These simple incidents contain instructions of deep 
importance, deserving the careful consideration of every 
parent. " Honesty," with children as well as with 
others, and in all things, " is the best policy." 

THE SINS OF OUR YOUTH. 

The penitent David, as he looked back and thought 
of his early days, exclaimed, " Remember not the sins 
of my youth." And afflicted Job cries out in his dis- 
tress, " Thou makest me to possess the iniquities of my 
youth." 

Two aged disciples, one eighty-seven years old, one 
day met. " Well," inquired the younger of his fellow- 
pilgrim, " how long have you been interested in reli- 
gion ? " " Fifty years," was his reply. " Well, have 
you ever regretted that you began so young to devote 



312 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

yourself to the cause of the Saviour ? " " 0, no," said 
he, and the tears trickled down his furrowed cheeks ; 
" I weep when I think of the sins of my youth. It is 
this which makes me weep now." 

Another man of eighty, who had been a Christian 
fifty or sixty years, was asked if he was grieved that he 
had become a disciple of Christ ? " O, no," said he ; 
" if I grieve for anything it is that I did not become a 
Christian before." 

We visited a woman of ninety, as she lay on her last 
bed of sickness. She had been hoping in Christ for 
half a century. In the course of conversation she said, 
" Tell all the children that an old woman, who is just 
on the borders of eternity, is very much grieved that 
she did not begin to love the Saviour when she was 
a child. Tell them ; Youth is the time to serve the 
Lord.' " 

Said an old man of seventy-six, "I did not become 
interested in religion till I was forty-five ; and I often 
have to tell God I have nothing to bring him but the 
dregs of old age." 

Said another man, between sixty and seventy years 
of age, " I hope I became a disciple of the Lord Jesus 
when I was seventeen ; " and he burst into a flood of 
tears as he added, " and there is nothing which causes 
me so much distress as to think of those seventeen 
years — some of the very best portions of my life 
which I devoted to sin and the world." 

This testimony is only a specimen of the testimony 
of all Christians on this subject. Why, then, are we 
not more earnest in our endeavors to convince the young 
that their present forgetfulness of God will be the 
occasion of many a bitter tear of sorrow when they are 



THE FAMILY. 313 



old, even should they hereafter be converted? They 
will then cry out with David, " Remember not the sins 
of my youth;" and with Job, " Thou makest me to 
possess the iniquities of my youth." 

A FEARFUL ENTAILMENT. 

Impenitent parents are entailing impenitence, with all 
its consequent temporal and eternal calamities, upon 
their children. This is, indeed, a fearful entailment. 
But it accords with the testimony of the Scripture. 
God said, amid the thunderings and lightnings of Sinai, 
" for T the Lord thy God am a jealous God, visiting 
the iniquities of the fathers upon the children unto 
the third and fourth generations of them that hate 
me." In speaking of the judgments of God against 
the wicked, the prophet Jeremiah says, " Thou recom- 
pensest the iniquities of the fathers into the bosom of 
their children after them." And this will not be un- 
righteousness in God, because the children will be 
induced, in the natural course of things, to imbibe the 
corrupt principles and copy the bad examples of their 
parents. 

The history of the kings of Israel and Judah teaches 
the same lesson on this subject. As one king after 
another is. introduced to us, it is almost invariably 
said, " And he did evil in the sight of the Lord, and 
walked in the way of his father." Sometimes they did 
worse than all that were before them. Such were Omri, 
and Ahab his son. 

On account of the high-handed wickedness of Jero- 
boam, in forgetting Jehovah, the Lord denounced 
destruction upon his whole house. This denunciation 
was soon after fearfully fulfilled. Nadab, the son of 



314 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

Jeroboam, succeeded him, doing evil in the sight of the 
Lord, and walking in the way of his father. After 
three years, Baasha conspired against him and slew him. 
He no sooner established himself in his usurped domin- 
ion, than he slew all the house of Jeroboam, and he left 
not to Jeroboam any that breathed, until he had de- 
stroyed them, according unto the saying of the Lord." 

The same destruction was also denounced, in turn, 
against this wicked usurper and his posterity and the 
posterity of his house and all his kinsfolks and friends, 
because he walked in the way of Jeroboam. And this 
threatening was perfectly fulfilled a short time after by 
Omri, who usurped the throne of Elah, the son of 
Baasha. 

Ahab, being stirred up by Jezebel his wife, sold him- 
self to work evil in the sight of the Lord. The sins of 
these wicked parents were speedily visited upon them- 
selves and their children, and their house was made like 
the house of Jeroboam and like the house of Baasha. 

No one can read the stories of Achan, of Korah, 
Dathan and Abiram, of Gehazi, &c, without trembling 
in view of the terrible calamities which they, by their 
sins, brought upon themselves, their sons and their 
daughters, their wives and their little ones, and upon all 
they possessed. 

And how many and affecting are the examples in our 
day, in which irreligious, and especially vicious and 
intemperate parents, are making a fearful entailment of 
evil for this life and the future, upon their children ! 

And what more natural than that their children 
should be preparing themselves to receive such an 
entailment? White young, how unsuspecting, how 
credulous ! Whatever instruction is given, whatever 



THE FAMILY. 315 



example is set by a parent, is received and followed 
with the most unquestioning confidence. Let a parent 
neglect the Bible, profane the sacred name of his 
Maker, violate the Sabbath, indulge in the intoxicating 
cup, and disregard all the duties of the gospel, and his 
children, with the sanction of parental example, will 
not hesitate to do the same. And why should they ? 
What more natural than that they should imbibe the 
sentiments and feelings, and walk in the footsteps of 
their parents? Like parents, like children. 

And we are driven to the painful conclusion that 
impenitent parents, by their instruction and example, 
are entailing impenitence, with all its consequent 
temporal and eternal calamities, upon their children; 
that, because they are forgetting the law of their God, 
God is also forgetting their children. 

INFLUENCE OF PIOUS BROTHERS AND SISTERS. 

There was a family of seven brothers and three sis- 
ters, all of whom became interested in the subject of 
religion in early life, and all became members of the 
church of Christ. They will never forget their feelings 
when only cme of their number remained unconverted. 
All their sympathy and interest seemed to concentrate 
upon that brother. With what prayers and entreaties 
did they labor for his conversion ! And when their 
prayers were answered, there was joy in their hearts 
like that among the angels in heaven when a sinner 
repenteth. 

The son of a clergyman, some years ago, was hope- 
fully converted while a member of college, at a distance 
from his home. He was a child of many prayers. 
Like Samuel, he had been " lent unto the Lord ; " and 



316 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

it was for His service in the sanctuary that these pious 
parents were educating him. But their hope as yet was 
deferred, and their faith was still tried. Under these 
circumstances, what emotions of joy and gratitude to 
God must the intelligence of that son's conversion have 
awakened in that father's and mother's bosom ! Similar 
intelligence, from that same favored institution, has 
often gladdened the hearts of distant parents and 
friends. 

But what was the particular way in which God saw 
fit to answer the prayers of these parents, and to show 
that he was faithful to his promises ? In other words, 
what were the special means of that young man's con- 
version while at a distance from his home. 

He was favored not only with praying parents, but 
also with a praying brother and sister ; and they were 
the special means of leading him to the Saviour. A 
few weeks before the concert of prayer for our literary 
institutions, this pious brother and sister, — the latter 
then absent from home, — wrote letters almost simulta- 
neously to their impenitent brother in college. These 
letters, warm from the hearts of a dear brother and 
sister, and breathing forth such tender and anxious 
expressions of fraternal and sisterly piety and love, 
reached his heart, and awakened the inmost feelings of 
his soul. This state of mind rendered the concert of 
prayer, when it arrived, a meeting of great interest to 
him, and he was soon led to rejoice in hope of par- 
doned sin. This brother was converted into an active 
Christian. The influence of religion, in its purity and 
power, does indeed, or it should always make those 
who truly embrace it active Christians. 

Soon after he became interested, he, and an associate 



THE FAMILY. 317 



with like ardor, went to a neighborhood several miles 
distant, where the people had few, if any, religious 
privileges, and where there was but little interest man- 
ifested in religious things. They there set up a prayer- 
meeting, and soon established a Sabbath school of sixty 
scholars, both of which were the means of awakening 
much interest among the people. 

Such are the happy results, as already seen, that have 
followed the efforts of that pious brother and sister in 
behalf of their unconverted brother. 

What an encouragement these incidents should afford 
pious brothers and sisters, and, indeed, all Christians, 
to labor for the salvation of their impenitent friends. 
How great must be the influence of the daily lives of 
truly Christian brothers and sisters in their homes ! 



XXIII. 

SABBATH SCHOOLS AN AUXILIARY TO THE 
CHUECH. 

It may not be inappropriate to close this account of 
" Fifty Years with the Sabbath Schools " with one of 
the author's sermons on "Sabbath Schools an Auxil- 
iary to the Church." 

" And God hath set some in the church, first apostles, secondarily prophets, 
thirdly teachers, after that miracles, then gifts of healings, helpsj govern- 
ments, diversities of tongues." — 1 Cor. xii. 28. 

God has furnished the church, in performing the 
great and responsible work intrusted to her hands, 
with many and efficient auxiliaries. He has permitted 
her to lay everything, to the utmost of her power, 
under contribution for assistance in this work. And 
in the text we are informed that he has appointed or 
ordained various orders or ranks in the church, for the 
accomplishment of this object. Among these are speci- 
fied teachers and helps. The precise meaning of these 
terms, or the precise duties assigned to these orders, it 
is now perhaps difficult to determine. But that they 
were employed, to a greater or less extent, in communi- 
cating instruction to the ignorant, in teaching the doc- 
trines of religion, and in rendering various assistance 
to the apostles, — the ministers, the servants of the 
church, — is more than probable. Although the apostle, 
probably, had not in mind, in recording these words, 

318 



AN AUXILIARY TO THE CHURCH. 319 

the modern institution of Sabbath schools, yet it is 
obvious that Sabbath schools may very appropriately 
be denominated helps. They are helps to the ministry 
in discharging the duties of that high and holy office ; 
helps to Christian parents in bringing up their children 
in the nurture and admonition of the Lord ; and helps 
to the church generally in training up her sons and 
daughters for her own service, and in all her efforts for 
the conversion of the world. And it will be my object, 
in this discourse, to consider the institution of Sabbath 
schools as a help — an auxiliary to the church in her 
labors for the salvation of men. 

I. I remark, then, in the first place, that this institu- 
tion aids the church by increasing the number of those 
who attend on her ministry. 

The great work of the church is to proclaim, espe 
cially through her ministry, the messages of salvation 
to men. She is to persuade as many of them as pos- 
sible to be reconciled to God. Whatever has a ten- 
dency to increase the number who listen to these mes- 
sages aids the church in her labor ; for the more there 
are to hear her proclamation, the greater will probably 
be the number who will accept the salvation she pro- 
claims. 

Now, to do this, is a direct tendency ^of Sabbath 
schools. Few are the churches that do not acknowledge 
the attendance of whole families, through the influence 
of this institution. And whole neighborhoods, too, — 
where there was no sanctuary, no Sabbath, and no 
voice of prayer, and where vice had long held undis- 
puted sway, — through this instrumentality have been 
renovated, and most of the inhabitants now go in com- 



320 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

pany to the house of the Lord, and an altar of prayer 
is erected in many a dwelling, and a throne for the 
Saviour in many a heart. 

The following testimony of a pastor might be made 
respecting many of our churches : — 

" I consider the Sabbath school as an institution, in con- 
nection with every religious society, of the highest impor- 
tance, and as intimately connected with its prosperity in 
every respect. Nothing, under God, is effecting more for 
my church and society than the Sabbath school. It is a 
powerful auxiliary to the enlargement of both. It has 
done wonders here in bringing under the means of grace 
many who for years have not stepped their foot over the 
threshold of God's sanctuary." 



II. Sabbath schools assist the church in gaining access 
to the hearts of parents. 

The whole tendency of this institution — of its les- 
sons, its instructions, all its exercises and its library 
books — is to produce in the minds of the pupils reflec- 
tion, and lead to serious inquiry. The questions elici- 
ted by this state of mind have often come home to the 
bosom of parents with a power that has melted into 
contrition hearts that have long resisted the impressive 
appeals of the pulpit, and all other efforts of the church. 
Many parents, who never honor God by their presence 
in his sanctuary, will grant their children the privileges 
of this institution. These parents are usually inacces- 
sible by the direct influence of the church, whether 
exerted by her ministry or her private members. The 
only medium of access to them seems to be through 
their children. There are, indeed, chords in their 
hearts, but they will vibrate to no human touch except 



AN AUXILIARY TO THE CHURCH. 321 

the soft yet irresistible touch of an affectionate child. 
0, what parent can resist such an influence? How 
often has almost an infant one carried home from its 
loved Sabbath school the first message of mercy that 
has ever fallen upon the consciences, and reached the 
hearts of such parents ! They have been melted into 
godly sorrow, and praise has been perfected out of the 
mouth of infancy. Says Baxter : — 

" My first and greatest success was among the young ; 
and so it was that when God had touched the hearts of the 
young with love and goodness, in various instances their 
friends — their fathers and their grandfathers, who had 
lived in ignorance before — becarne religious, induced by 
their love to their children, who now appeared so much 
wiser, and better, and more dutiful than before. In a little 
time, religion spread through many families, and after a 
few years there was scarcely a house in which the worship 
of God was not maintained." 

What exhortations have ungodly parents often re- 
ceived, and what prayers and songs have they heard 
around the dying-beds of pious Sabbath school chil- 
dren ! How often, too, have parents blessed God on 
their own dying-beds for the consolation, the support, 
and the immortal hopes they have received from this 
institution through a beloved child ! 

III. This institution greatly aids the church in her 
direct efforts for the good of the YOUNG. 

That the church has duties to perform for the good 
of her own children, and for the good of the young 
all around, surely no one can question. With the 
example of the Saviour before us, how can there be 
any doubt ? For no class of persons did he labor, while 
21 



322 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

on earth, with a more tencter interest than for the young. 
And there is every possible motive to lead the church, 
through her ministry and all her private members, to 
copy this example of the Great Shepherd, and " feed 
the lambs " of his flock. Though young, their life is 
not the less uncertain, as many a broken-hearted parent 
can testify. Their salvation, too, is as important as 
that of the mature in age — its purchase cost the same. 
Indeed, should life be prolonged, — other things being 
equal, — the salvation of the young is far more impor- 
tant than that of the aged : because they will have a 
much longer period in which to labor in the vineyard, 
they will be able to labor, too, with greater efficiency 
and to far better advantage. The person converted in 
middle life or old age, must spend much of his time 
and strength, as a Christian, in counteracting the 
unhappy influences of the habits and associations 
and prejudices of his impenitent days ; while, on the 
other hand, most of the habits and associations that 
a pious child has formed, are of a religious charac- 
ter, so that most of his time and strength may be 
employed directly in the service of God. " I have not 
half the fears," said the late Dr. Todd, who labored 
abundantly for the lambs of his flock, " that a convert- 
ed child will dishonor religion, that I have that the 
aged sinner, who has lived in the iron habits of sin for 
half a century, will do it. With him, it is the work of 
life and death to break off those old habits. His 
thoughts, wicked and vile, will, ever and anon, flow 
back into their old, deep-worn channels. But piety in 
the child gushes up like the breaking out of a new 
spring, making its own new channel, growing and 
widening, and beautifying as it flows." 



AN AUXILIARY TO THE CHURCH. 323 

Again, every effort to persuade the young to seek 
the Lord early and to consecrate the dew of their 
youth to God, is full of promise and encouragement. 
Childhood is the most interesting and favorable period 
of existence for receiving religious instruction. The 
impressions then made are like the deep lines of the 
sculptor's chisel : ages will not efface them. All the 
wicked propensities, too, are yet in their infancy ; 
indeed, many of those wicked propensities which in- 
creasing age will develop, are yet imperceptible. 

The fact, too, that the young may be converted, that 
very young children may become subjects of renewing 
grace, should encourage the church to labor for their 
salvation. Some of the most lovely and brightest exam- 
ples of piety the history of the church has ever afforded, 
have been among children and youth. They have exhib- 
ited all the graces of the Christian, — repentance, faith, 
hope, joy, meekness, humility, benevolence ; love for the 
Saviour, for prayer, the Bible, the Sabbath, and the 
people of God ; patience and resignation in sickness, 
and triumph in death. 

But I have said that the Sabbath school greatly aids 
the church in her direct efforts for the good of the 
young. 

In the Sabbath school, any given church, through the 
pastor, the Superintendent and teachers, meets most of 
the young connected with the congregation. And there, 
by a short visit, a brief prayer and address, when other 
duties will permit, by the pastor, and the instructions of 
an hour by the superintendent and teachers, an influ- 
ence is exerted upon them which it would cost days of 
fatiguing labor to exert in any other way. In the Sab- 
bath school we meet the young under very favorable 



324 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

circumstances. They are in the midst of their asso- 
ciates, and the kindness and affectionate familiarity with 
which they are there regarded by their teachers and 
other Christian friends, have banished all that reserve 
and constraint, and almost fear, that children used to 
feel in presence of a superior, and especially in the 
presence of a minister. 

These labors for the good of the young, and this 
kindly notice of them, will convince them that the 
minister, and that Christians generally are their friends, 
will secure their confidence and respect, — yea, will 
entwine silken cords around their hearts and bind them 
to their own. And as they come forward in life, they 
will be found among the warmest friends of the church, 
the sharers of the pastor's burdens, and the lighteners 
of his toils. 

O, what a reward does every minister and every 
Christian receive for all their labors among the young ! 
No smile, no look of affectionate interest with which 
they regard them, will ever be lost. No attention, how- 
ever small, though it be but the placing of the hand on 
the curly head of the little one by his mother's side, will 
go unrewarded. And that reward may be no less than 
the unspeakable joy of guiding these lambs of the flock 
home to the fold of the Great Shepherd above ! 

IV. Sabbath schools help to educate the conscience and 
prepare the hearts of its members for the instructions of 
the sanctuary. 

One of the great obstacles to success in the labors of 
the church for the salvation of men, is a hardened, in- 
sensible conscience. Such a conscience never gives tSe 
truth a self-application. The word preached or ad- 



AN AUXILIARY TO THE CHURCH. 325 

dressed to the individual in private may, indeed, be a 
sharp, two-edged sword, piercing even to the dividing 
asunder of soul and spirit ; but it will fall upon an 
obdurate conscience as upon a rock of adamant : there 
will be no impression there. 

No conscience will be tender and impressible that is 
not enlightened by the word of God. But where the 
mind is imbued with the truth, the conscience will be 
so full of light that the smallest sin will be perceived ; 
and it will be so tremblingly alive to what is right that 
it will shrink, as it were instinctively, from the very 
thought of what is wrong. If we hide the word of 
God in our hearts, we shall not sin against Him. 

Now one great object of the institution of Sabbath 
schools is to store the mind with truth. The Bible is 
the text-book, or books or lessons founded upon the 
Bible ; and all connected with the institution are ex- 
pected to engage in a careful and earnest examination 
of its important doctrines and precepts. What a 
knowledge of the sacred oracles is thus obtained ! And 
what a preparation of mind and heart for the instruc- 
tions of the sanctuary will all this secure ! Supposing 
the subject of discourse is from Paul's Epistle to the 
Romans, and suppose the school are studying that epis- 
tle, what a preparation among the members of that 
school for hearing a sermon on such a subject ! A 
stranger might almost select from among that congrega- 
tion every member of the Sabbath school. They would 
be recognized by the interest which the bare mention 
of the text would excite among them, and by the intel- 
ligent and interested attention with which they would 
follow the speaker through every stage of his discourse. 
The subject is one which they have just investigated 



326 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

themselves. It was made the topic of familiar and free 
discussion at the teachers' meeting and at the Sabbath 
school, and all will now be eager to see wherein the 
speaker's views harmonize with or differ from their own. 
Their minds will thus be all open to receive the full 
power of the word of God. 

Why is it that there are generally such large and 
very attentive audiences when the people assemble to 
listen to political speakers ? Who ever heard of persons 
reading books and papers at a political meeting ? Who 
ever heard of persons falling asleep at such a meeting ? 
These speakers seem to have an advantage over the min- 
isters of the gospel. Every eye is fixed upon them, every 
mind is intent upon what they have to say ; and if they 
have a soul, they can't help being eloquent under the in- 
spiration of such a waiting, attentive audience. And 
why is it? Why, it is because, if I may so say, there has 
been a sort of Sabbath school preparation for the meet- 
ing. All the week the people have been reading on 
the subject, they have discussed it at every corner of 
the street, and it has been the subject of their daily 
meditatifti. No wonder, then, that they come to the 
political meeting all absorbed in what may be communi- 
cated. Now would it not be an encouragement to the 
ministers of the gospel if they could find their people 
as well prepared by previous reading, conversation, and 
meditation as in the case supposed? I know the preacher 
has some of this encouragement, for, as he looks round 
upon the members of his Sabbath school, he knows that 
in every conscience he has an advocate for his doctrine 
that cannot be resisted. He knows that this portion of 
his people are intelligent in regard to the Bible, what- 
ever may be the case in regard to all other matters. 



AW AUXILIARY TO THE CHURCH* 327 

If there weye, therefore) do other benefit from this 
itution but this one, that it is preparing the peo- 
ple to Listen with more interest and profit to the preach- 
ing of the gospel than they otherwise would do, it is 

worth all it costs, and should be sustained. 

V. This institution is an auxiliary to the church, inas- 
much as it erdargei and develops her awn energies, — calls 
into employment the moral powers of God's people. 

The energies of Christians are enlarged or developed 
in the same way that the energies of any other class of 
men are, namely, by cultivation, by exercise. And that 
then; is a vast amount of moral power in the church of 
Christ lying dormant, inoperative, there can be no 
doubt. And whatever instrumentality shall call forth 
this power, or shall furnish exercise for those energies 
that are already in a measure developed, will prove an 
important auxiliary to the church in her labors for the 
salvation of men. 

That the Sabbath school is often such an instrumen- 
tality, almost every church can bear witness. Some of 
our most efficient male and female Christians were in 
the habit of doing comparatively little for the cause of 
Christ till after they enlisted in this enterprise- Here 
they were placed where they were obliged to be active. 
Their energies were developed and strengthened. The 
more they exercised them, the more they were en- 
larged, just as the intellectual powers are enlarged and 
strengthened by cultivation. 

In some churches, there are more or less members 
who ha er opened their lips in prayer in a social 

meeting. They have never uttered a word of exhorta- 
tion or comfort to their fellow-Christians; they are just 



328 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

like an infant child that never took a step without the 
aid of its mother's finger ; all confidence forsakes them, 
and they begin to tremble and fall the moment they 
are left unaided. Now, what shall be done with these 
friends ? Why, if they can be placed in circumstances 
where they will feel a little responsibility, they will 
find, as others will, that they possess moral power 
enough, but that it has never been developed. And 
there is moral power in the church, if it were brought 
out into active operation, to electrify the land, and give 
a new and brighter aspect to all our Christian enter- 
prises. 

I wish to illustrate this train of remark by a single 
incident. In the suburbs of one of our cities, some 
years ago, there resided a man who, though a member 
of the church, had never prayed in meeting. He and 
many of his neighbors attended worship in the city, 
because there was no church where they lived that they 
wished to attend. One day this man said to himself, 
Why should there not be such a church here ? That 
very thought greatly stirred and interested him. He 
conversed with those neighbors, and they all became 
interested, and soon said among themselves, Why 
should we not do something to accomplish an object 
we think so desirable ? They at once began the work, 
and in a year and a half they had organized a small 
church and society, erected a house of worship, and 
settled a minister. 

At the organization of this church, the man who had 
never prayed in meeting had become so developed as a 
Christian that he was chosen one of the officers, and 
also the superintendent of the Sabbath school; and 
he at once became one of the leading men in all 



AN AUXILIARY TO THE CHURCH. 329 

their social meetings. He was fourfold the man, as 
well as the Christian, that he was a year and a half 
before. 

As there was a small debt on the chapel, he wished 
an introduction to a church where he could solicit a 
little help in meeting this debt. He was asked if they 
were doing all they could among themselves? He 
thought they were. "Why," said he, "were you to 
sell everything I own in the world at auction, — my 
furniture, my wearing apparel, everything belonging to 
myself, my wife, and my two little boys, — I don't think 
it would bring you two hundred dollars. I have just paid 
eighty dollars towards the chapel, I pay twenty dollars 
towards the preaching, and I have just paid ten dollars 
for the ber^fit of the choir." And that was the man 
who, a year and a half before, couldn't pray in meeting! 
He stood up a full-grown man and a Christian; and 
there was no way of accounting for this change, so 
marvellous to himself as w T ell as others, but on the 
ground that he had been placed in circumstances where 
his moral power had been called into action. And 
might we not expect like results from like causes in all 
our churches? What w^ould be the influence of any 
and of every church, supposing all its members were 
actively enlisted as teachers or scholars in the Sabbath 
school ? Not a dwelling in the most obscure corner of 
the parish would be left one week un visited. No child 
or youth — if repeated and pressing invitations, and 
every variety of persuasive argument and motive, could 
secure his attendance, or for want of suitable clothing 
or books — would be found out of this sacred en- 
closure, strolling the streets or the fields on God's holy 
clay. 



330 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

VI. I remark, once more, that the Sabbath school 
renders important aid to the church, in at least pro- 
moting the conversion of souls. 

This point is surely too obvious to need extended 
consideration. There is hardly a town in this part of 
the land, where there are not moce or less to rise up and 
call this institution blessed, and acknowledge it, with 
heartfelt gratitude, as the instrument of at least pro- 
moting their salvation. And there is hardly a church 
in the country that does not regard the Sabbath school 
as her nursery, from which she is to obtain her most 
thrifty, fruitful plants. Revivals have been intimately 
connected with this institution; frequently they have 
originated in it ; and sometimes they have been confined 
exclusively within its limits. This sacred enclosure, 
under the influence of the showers of divine grace, has 
often appeared verdant as the garden of the Lord, in 
the midst of surrounding drought and sterility. Not 
unfrequently, from fifty to more than one hundred 
members of a single school have been hopefully con- 
verted in a single season. In our visits to ecclesiastical 
bodies in all parts of the country, it is a common thing 
to hear the declaration, in the report on the state of 
religion, that most of the conversions have been among 
the young, and especially among the members of the 
Sabbath schools. The pastors generally are finding the 
members of this institution the most hopeful part of 
their people for their own labors. 

It should not be supposed, however, that all who are 
reported as having been converted in our Sabbath 
schools were converted through the instrumentality oP 
this institution alone. A great variety of influences — 
parental instruction, where it is right, the preaching 



AN AUXILIARY TO THE CHURCH. 331 

1 

of the gospel, &c. — has no doubt been usually con- 
nected with the influence of this institution in the con- 
version of these individuals. All we can say in relation 
to the influence of Sabbath schools generally, in the 
conversion of sinners, is this : that those who are con- 
nected with this institution are much more likely to be 
converted, through the combined good influences that 
are brought to bear upon them, than any other class of 
persons. And why should it not be so? There is usu- 
ally more truth in the minds of such, on which the 
Spirit of God can operate ; and they seem, too, more 
directly within the sphere of the Spirit's influence. 

Many years ago we had the pleasure of being con- 
nected with the superintendence of a Sabbath school in 
which, on one Sabbath, there were present six hundred 
and seven members, including all ages, from those of 
three or four to those of almost ninety years. Most of 
the females in the parish were in the school, and in the 
galleries, sweeping round three sides of the great 
church, were the young men. And what was the result 
of such an attention to the Scriptures among that 
people ? Why, blessing after blessing, rich as could 
come from the throne of God, was constantly showering 
down upon them. 

At length most of the young men, for some reason, 
left the school. The same season there was an exten- 
sive outpouring of the Holy Spirit, and quite a number 
of the school were hopefully converted. But that 
class of young men — they were just like that field we 
sometimes see, all parched and desolate, while every 
other field around is verdant as the paradise of God. 
Not one of them was converted. They had placed 
themselves beyond the limits of that rain of grace. 



332 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

A year or two subsequent to this, and sixty of those 
young men were brought back into a Bible class. And 
the pastor said, one day, " I now have great hopes of 
all these young men." And are there not hopes for 
those who are willing to break away from the power of 
shame and pride, and come and sit down together in 
the study of the Word of God ? Here is the ground 
of encouragement in regard to the religious influence 
of the Sabbath schools, we are bringing the people 
together under circumstances where the Spirit of God 
is most likely to operate. 

We are in danger of limiting the means which may, 
in any given case, be employed in the conversion of a 
soul. Every influence felt in urging one towards the 
cross has its part in this work. 

Abbott, in one of his works, illustrates this point, in 
substance, in this way. Here is a large rock to be cleft 
asunder. It will take a thousand blows to cleave it. 
A thousand persons pass along and give a blow. Now, 
to a careless observer, much of this labor seems unne- 
cessary. The rock seemed to cleave asunder under 
the influence of a few of the later blows. But if it 
required a thousand blows, of course the first blow and 
every intermediate blow were just as important as the 
last, under which it cleft asunder. How encouraging 
this thought is to every pastor, parent, teacher, Chris- 
tian ! No word of truth shall fall from the lips of any 
one, and no right effort be put forth, but it may be one 
in the series of influences which shall bring some soul 
to repentance. 

With this qualification, however, all that is claimed 
for this institution is true. Though an humble, it is a 
mighty instrumentality in promoting the salvation of 



AN AUXILIARY TO THE CHURCH. 333 

mei, and especially of the young. The rising genera- 
tion will yet see Sabbath schools more or less instru- 
mental in filling heaven with joy and earth with re- 
joicing. Multitudes through this means have already 
learned their way to the new Jerusalem, and other 
multitudes are fast treading in their footsteps. 

But Sabbath schools are not only often instrumental 
in making Christians, but also in making the best kind 
of Christians, and Christians with large and liberal 
hearts. In examining young persons for admission to 
the church, it has usually been an easy matter to select 
those who have enjoyed the instructions of this institu- 
tion. They exhibit a better knowledge of the Scrip- 
tures, clearer views respecting the doctrines, and can 
give a more satisfactory reason for the hope that is in 
them. Should the church look on the Sabbath school 
as an auxiliary, and should she watch over it and use it 
as such, all that is accomplished through it she may be 
said herself to have been instrumental in accomplish- 
ing. Should she give it the place it deserves among 
the instrumentalities that are to bless and save men, 
she may hope here to polish many a precious gem to 
adorn and beautify the diadem of her Saviour. 

I have now mentioned a few of the more obvious 
ways in which the institution of Sabbath schools aids 
the church in her labors for the salvation of men. And 
how forcibly does this view of the subject, if it be a 
correct view, lead us to this conclusion, that the church 
is under the most solemn obligations to see that this insti- 
tution is sustained.. 

There need be no express command in the Scriptures 
to prove this obligation. The providence of God, in a 



384 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

voice so clear and intelligible that no one can have 
misapprehended it, has been proclaiming this institu- 
tion to be an approved means of grace ; an institu- 
tion of peculiar importance to the church; an auxiliary 
to her ministry and to all her labors for the promotion 
of her own prosperity and the redemption of the 
world. Thousands on earth and thousands in heaven 
are rejoicing over this institution as the instrument 
of their salvation. 

The materials which constitute the frame-work of the 
church are perishable, and they are fast dropping into 
decay and crumbling into dust. This institution is fur- 
nishing the materials for repairing these wastes of time, 
and for enlarging and beautifying this building of God, 
the church. Here we are to find those living stones 
and polished pillars which are to give strength and pro- 
portion and adornment to this glorious temple. 

Here, then, is the ground of the obligation resting on 
the church to sustain this institution, — the voice of 
Providence. 

If the church consult her own interests, or the 
good of others, she cannot resist the obligation to 
bestow on this institution her most watchful care and 
encouragement, and to see that it is vigorously sus- 
tained. As the church is composed of various members, 
this obligation rests on each and every member. No 
one has a right to free himself from responsibility in, 
this matter. Every Christian, unless imperious circum- 
stances prevent, should give the influence of his per- 
sonal labors in sustaining this institution. There can 
be no reason why one class of Christians more than 
another, except so far as their qualifications for the 
work are better, or their circumstances more favorable, 



AN AUXILIARY TO THE CHURCH. 335 

should forego the rest and retirement of home on the 
Sabbath to engage in the toils and anxieties of teachers. 

But some one may say, " There are few places where 
the services of the whole church, as teachers, are re- 
quired." True ; but this cannot justify any one mem- 
ber of a church in the conclusion that his or her ser- 
vices are not needed till the fact has been ascertained 
by personal inquiry. 

But the truth is, there is scarcely a Sabbath school 
in the country that is not this moment more or less em- 
barrassed for want of teachers ; not because there are no 
Christians in the place who are competent to fill this 
office, or who might easily render themselves competent, 
but because they are so unwilling to do it. There is no 
one thing of which superintendents so often complain, 
and which so breaks down their spirits and disheartens 
them in their arduous work, as the unwillingness of 
Christians to enter this field of labor. Were it the 
very field of death, they could hardly avoid it more 
anxiously than some do. 

But supposing all the classes are supplied with teach- 
ers, may there not be room for more classes ? And 
would not a little self-denying labor persuade or " com- 
pel " others " to come in," till all might be gathered 
into the fold of the Sabbath school, and the house be 
filled, so that the whole church might be enlisted in this 
holy enterprise ? 

But if all may not be employed as teachers, there 
surely is room enough and to spare, or it may easily be 
obtained, for them as scholars. And in this capacity 
the church may exert a powerful influence in sustaining 
the school, in giving to it interest and efficiency, while 
at the same time every Christian will derive great 



336 FIFTY YEARS WITH THE SABBATH SCHOOLS. 

personal % benefit from the social study of the Scrip- 
tures. 

Finally, those members of the church who are en- 
gaged in sustaining this institution have much to en- 
courage them. They are co-workers with the ministers 
of the gospel. . Without a tithe of the dreadful respon- 
sibleness and anxiety that often crush, with a mountain's 
weight, those at the altar, the faithful teacher and super- 
intendent can participate in much of their sweetest 
pleasure. O what pleasure, compared with that which 
thrills the bosom of Kim who has* just guided a soul to 
the Lamb of God, or who is faithfully giving instruc- 
tion with reference to a result so glorious ! In that 
pleasure teachers may participate. And, if faithful 
to the end, they will hereafter share in the reward of 
those who have turned many to righteousness, saved 
souls from death, and hid a multitude of sins ; yea, 
they will hear that blessed welcome from their Saviour, 
" Well done, good and faithful servants ; enter ye into 
the joy of your Lord ! " 



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